scholarly journals The Effect of Recreational Physical Activity Training on Bio-motor Characteristics of Secondary School Students

2018 ◽  
Vol 7 (1) ◽  
pp. 156
Author(s):  
Abdullah Güllü ◽  
Esin Güllü
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Secondary School ◽  
Secondary School Students ◽  
Training Group ◽  
Physical Activities ◽  
The Body ◽  
Control Group ◽  
Recreational Physical Activity ◽  
School Students

The aim of this study was to investigate the effect of recreational physical activity training on biomotor characteristics of 12-age group secondary school students. A total of 116 physically inactive male students in secondary school participated in this study as healthy and volunteer. Participants were divided randomly into three groups: the recreational soccer training group (SG; n: 43; height: 146.51±9.01 cm; weight: 37.73±12.20 kg), the recreational volleyball training group (VG; n: 37; height: 146.97±7.19 cm; weight: 42.04±11.39 kg) and the control group (CG; n: 36; height: 141.53±8.27 cm; weight: 39.62±11.72 kg). SG and VG completed their recreational physical activities in 2 days a week for 24 weeks. The body composition, speed, agility, flexibility, strength, anaerobic power and aerobic power values were measured. The paired-samples t-test and one-way ANOVA with multiple comparisons were used for evaluations of the groups. The level of significance was used at 0.05. The results of the body composition and bio-motor capacities were significantly higher in favor of SG and VG than CG. In conclusion, recreational soccer and volleyball trainings may be proposed as entertaining physical activities that stimulate both body composition and bio-motor capacities.

scholarly journals Teaching Games for Understanding Intervention to Promote Physical Activity among Secondary School Students

2018 ◽  
Vol 2018 ◽  
pp. 1-11 ◽  
Author(s):  
Min Wang ◽  
Lijuan Wang
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Secondary School Students ◽  
Vigorous Physical Activity ◽  
Physical Activities ◽  
Intervention Period ◽  
School Students ◽  
Intervention Phase ◽  
Teaching Games For Understanding ◽  
Class Time

Objectives. This study investigated the effectiveness of Teaching Games for Understanding (TGfU) intervention on the moderate-to-vigorous physical activity (MVPA) levels of students from Grades 9 and 10. Methods. A total of 118 students from four classes (two TGfU groups and two technique groups) participated in this study. Accelerometers were used to measure the MVPA time of students, and formal interviews were conducted to identify the factors that contributed to the MVPA level of students in TGfU classes. Results. The results reveal that the TGfU [t (1, 57) = - 11.622, p <.001, and d =.841] and technical [t (1, 61) = -4.232, p <.001, and d =.236] group exhibited significantly improved MVPA levels in intervention phase. During the intervention period, the MVPA time of the TGfU group (M = 20.26, SD = 3.74) was significantly longer than that of the technique group [M = 17.62, SD = 3.37, t (1, 118) = 4.023, p < .001, and d = .35]. Moreover, in the TGfU classes, boys (M=21.476, SD =.719) spent significantly more time engaging in MVPA than girls (M = 19.135, SD = .645) [F (1, 57) = 5.807, p = .019, and η2= .09]. However, no significant differences were determined between the MVPA levels of high- and low-skilled students. Data gathered through interviews suggested that the nature of the games, the small-sided team, and the freedom and enjoyment experienced by the students through games may explain the high MVPA levels observed in the TGfU classes. Conclusion. TGfU intervention can potentially be used to promote physical activities and attain the recommended MVPA time in PE classes (50% class time).

scholarly journals EVALUATION OF A SPORTS-SPECIFIC APPROACH IN PHYSICAL EDUCATION OF SECONDARY SCHOOL STUDENTS WITH HEALTH-RELATED ISSUES

2020 ◽  
Vol 20 (2) ◽  
pp. 132-138
Author(s):  
L Parfenova ◽  
G Glazkova ◽  
E Gerasimov
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
The Body ◽  
Control Group ◽  
School Students ◽  
Specific Approach ◽  
Health Related ◽  
Physical Abilities ◽  
Experimental Group

Aim. The article deals with the evaluation of experimental methods in the physical education of students with different nosologies based on a sports-specific approach. Materials and methods. The study involved 90 secondary school students (grades 5–6) with health-related issues. In the experimental group (EG, n = 45), training sessions were conducted according to the deve­loped program that included volleyball and Russian lapta elements. In the control group (CG, n = 45), students were engaged in traditional activities for students of the special medical group (SMG). During the experiment, physical development, functional status, adaptive abilities, physical fitness, and physical education competencies were evaluated. Results. At the end of the experiment, the students of the experimental group showed a significant increase in the functional capacity of the body. The Shapovalova Index in EG improved by 8.90–21.70%, in CG – by 0.20–7.80%; the Ruffier Index in EG improved by 21.30–29.10%, in CG – by up to 7.80%. Moreover, students in EG had a more significant development of strength and coordination abi­lities than in CG. Conclusion. The experimental technique in physical education of secondary school students contributed to the development of physical abilities, health, and physical education competencies in participants.

Effect of a Ban on Extracurricular Sports Activities by Secondary School Teachers on Physical Activity Levels of Adolescents: A Multilevel Analysis

2006 ◽  
Vol 33 (5) ◽  
pp. 690-702 ◽  
Author(s):  
Roman Pabayo ◽  
Jennifer O'Loughlin ◽  
Lise Gauvin ◽  
Gilles Paradis ◽  
Katherine Gray-Donald
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Secondary School Students ◽  
Secondary School Teachers ◽  
Physical Activities ◽  
Activity Levels ◽  
School Teachers ◽  
School Students ◽  
School Year ◽  
Sports Activities

To study the effect of a teachers' ban on supervising sports-related extracurricular physical activities (ECAs), levels of physical activity among 979 grade 7 students (mean age = 12.7 [0.5] years at baseline) were comparedduringand after the ban in seven schools that fully implementedthe ban, and three schools that did not implement the ban fully. On average, schools offered 18.0 ( SD = 5.1) ECAs during a no-ban school year. Students attending full implementation schools were significantly more likely than students in nonimplementation schoolsto be active after the banended(oddsratio forbeingactive = 1.89[95%confidenceinterval: 1.39,2.58]). They also increased the number of physical activities in which they participated (coefficient = 4.04; SE = 1.01). Ending a teachers' ban on sports-related ECAs was associated with increased involvement in physical activity among secondary school students.

scholarly journals Effects of a school-based intervention to reduce cardiovascular disease risk factors among secondary school students: a cluster randomized controlled trial

2019 ◽  
Author(s):  
John Amoah ◽  
Salmiah Md S ◽  
Lekhraj Rampal ◽  
Rosliza A Manaf ◽  
Normala Ibrahim ◽  
...  
Keyword(s):  
Physical Activity ◽  
Risk Factors ◽  
Cardiovascular Disease ◽  
Secondary School ◽  
Secondary School Students ◽  
Disease Risk ◽  
Cardiovascular Disease Risk ◽  
Intervention Group ◽  
Control Group ◽  
School Students

Abstract Background Globally, cardiovascular disease (CVD) was responsible for 17.5 million deaths, accounting for 46.2% non-communicable disease deaths. In Ghana CVDs has been the leading cause of adult death since 2001. Prevalence of CVD risk factors among adolescents in Ghana has been increasing. Objective of this study was to develop, implement and evaluate the effectiveness of a health education intervention program to reduce CVD risk factors among students. Methods A cluster randomized controlled trial was conducted with a school as cluster over a period of six-months with pre and post intervention evaluations. Participants were public secondary school students (14-19 years) from four schools in Brong Ahafo, Ghana. Students in the intervention group were trained by the researchers whereas those of the control group received no intervention. The intervention included health education and physical activity modules. Follow-up data using same questionnaire were collected within two weeks after the intervention was completed. Intention-to-treat analysis was performed after replacing missing values using multiple imputation method. The generalized linear mixed model (GLMM) was used to assess the effects of the intervention. Results Of the 848 study participants, 836 completed the final assessment at six-month. The GLMM showed the intervention was significant in attaining 0.77(p<0.001), 0.72(p<0.001), 0.47(p<0.001), 0.56(p<0.001), and 0.39(p=0.045) higher physical activity, fruits, vegetables, seafood, and water scores respectively for the intervention group over the control group. The intervention was also significant in reducing -0.15(p<0.001), -0.23(p<0.001), -0.50(p<0.001), -0.32(p<0.001), -0.90(p<0.001),-0.87(p<0.001),-0.38(p<0.001),-0.63(p<0.001),-1.63(p<0.001),-0.61(p<0.001),and -1.53(p=0.005) carbohydrates, fats and oils, fried eggs, fried chicken, carbonated drinks, sugar, sweet snacks, salted fish, weight, BMI, and diastolic BP. The ‘’odds’’ of quitting alcohol use in the intervention group was 1.06 times more than in control group. There was no significant effect of the intervention on reducing systolic BP. Conclusions The intervention had positive effect on increasing physical activity, promoting healthy diet, reducing alcohol consumption, weight, BMI, and diastolic BP among students in the intervention arm of the study but had no effect on systolic BP. Findings from this study is recommended to be adopted in the educational curricula in secondary schools. Keywords: Cardiovascular disease, risk factors, behavioral modification intervention, secondary school students, adolescents

Zoltán Kodály gives a hand to secondary school students in recorder performance and attitudes toward music in Turkey

2021 ◽  
pp. 025576142110059
Author(s):  
Alican Gülle ◽  
Cenk Akay ◽  
Nezaket Bilge Uzun
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Service Training ◽  
Quasi Experimental ◽  
Attitudes Toward Music ◽  
Experimental Group

Kodály-inspired pedagogy enables students to participate effectively in a music course by engaging in active musical interactions with folk songs and melodies. The purpose of this study was to explore the effects of Kodály-inspired pedagogy on recorder performance and attitudes toward music of secondary school students. A quasi-experimental design was used in the study. The experimental group was taught using Kodály-inspired pedagogy and the control group using the general music teaching methods for 9 weeks. A two-way mixed-design analysis of variance (ANOVA) and content analysis were used to analyze the data. A Recorder Performance Grading Key, music course attitude scale, and open-ended questions were used to collect the data. Consequently, the findings indicated that Kodály-inspired pedagogy had a significant effect on the students’ recorder performance but the researchers could not find a significant effect on students’ attitudes toward the music course. Moreover, students in the experimental group reported improvement in their recorder performance and attitudes toward music education. The researchers recommended including information about the implementation of Kodály-inspired pedagogy in music teacher textbooks, providing in-service training for teachers to enable them to use Kodály-inspired pedagogy.

scholarly journals Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

2021 ◽  
Vol 11 (7) ◽  
pp. 103
Author(s):  
Elisabetta Lombardi ◽  
Daniela Traficante ◽  
Roberta Bettoni ◽  
Ilaria Offredi ◽  
Mirta Vernice ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Well Being ◽  
Control Group ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
The Impact ◽  
Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

scholarly journals Repetition without Repetition or Differential Learning of Multiple Techniques in Volleyball?

2021 ◽  
Vol 18 (19) ◽  
pp. 10499
Author(s):  
Julius B. Apidogo ◽  
Johannes Burdack ◽  
Wolfgang I. Schöllhorn
Keyword(s):  
Secondary School ◽  
Retention Test ◽  
Secondary School Students ◽  
Control Group ◽  
School Students ◽  
Learning Group ◽  
Differential Learning ◽  
Significant Difference ◽  
Repetitive Learning

A variety of approaches have been proposed for teaching several volleyball techniques to beginners, ranging from general ball familiarization to model-oriented repetition to highly variable learning. This study compared the effects of acquiring three volleyball techniques in parallel with three approaches. Female secondary school students (N = 42; 15.6 ± 0.54 years) participated in a pretest for three different volleyball techniques (underhand pass, overhand pass, and overhead serve) with an emphasis on accuracy. Based on their results, they were parallelized into three practice protocols, a repetitive learning group (RG), a differential learning group (DG), and a control group (CG). After a period of six weeks with 12 intervention sessions, all participants attended a posttest. An additional retention test after two weeks revealed a statistically significant difference between DG, RG, and CG for all single techniques as well as the combined multiple technique. In each technique—the overhand pass, the underhand pass, the overhand service, and the combination of the three techniques—DG performed best (each p < 0.001).

scholarly journals Impact of Cognitive Restructuring and Token Economy Techniques on Truancy Reduction among Secondary School Students in Lagos State, Nigeria

2021 ◽  
Vol 4 (1) ◽  
pp. 21-32
Author(s):  
Afolasade Airat Sulaiman ◽  
Stella Ihuoma Uhuegbu
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Cognitive Restructuring ◽  
Token Economy ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Lagos State ◽  
The Impact

This study examined the impact of cognitive restructuring and token economy techniques on the reduction of truancy among secondary school students in Lagos State, Nigeria. The study adopted a pre-test, post-test, control group design with a multistage sampling technique as the sampling method. Judgmental sampling technique was used to select two from the six Education Districts in Lagos State, simple random sampling technique was adopted to select six schools; three schools from each of the two Education Districts and 170 truants out of the 216 randomly selected based on the class attendance register completed the study. Truancy Behaviour Questionnaire (TBQ) with a reliability index of .87 was the instrument for the study. Data were analysed and presented with descriptive and ANOVA statistics at .05 level of significance. Findings showed that the two techniques were effective for the reduction of truancy but the token economy technique had a better effect. Sex had no significant effect on the reduction of truancy but females play truants more than males. Based on the findings, the token economy therapy was recommended as an ideal technique for counselling and guiding students against truancy.

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