Daily Physical Education Linked to Higher Youth Aerobic Fitness Levels: A 4-Year Longitudinal Study

2021 ◽  
pp. 1-8
Author(s):  
Sarah Morgan Hughey ◽  
Julian A. Reed ◽  
Sarah B. King
Keyword(s):  
South Carolina ◽  
Physical Education ◽  
Aerobic Fitness ◽  
Youth Participation ◽  
Grade Levels ◽  
Cardiovascular Endurance ◽  
School Day ◽  
Run Test ◽  
Multilevel Linear Regression ◽  
Minute Session

Purpose: Physical education (PE) provides opportunities for youth physical activity during the school day, yet daily PE policies remain low. This study investigated whether daily PE was linked to youth aerobic capacity across a 4-year period in Greenville (South Carolina). Methods: Youth in grade levels second to eighth at 2 schools providing daily PE and 2 schools that did not provide daily PE participated in the study (N = 466). The 2 schools used as comparisons provided standard PE outlined by South Carolina, which included one 50-minute session per week (elementary) and daily PE for one semester (middle school). Aerobic fitness was measured using the FITNESSGRAM® Progressive Aerobic Cardiovascular Endurance Run test (May 2011–2015). Number of Progressive Aerobic Cardiovascular Endurance Run laps completed, age, gender, ethnicity, body composition, and school attended were included in multilevel linear regression analyses. Results: Across the sample, aerobic fitness increased with age. Throughout the study, males demonstrated growth in aerobic fitness compared with a slight decline for females (P < .001). Youth participation in daily PE was linked to increases in aerobic fitness compared with youth who did not receive daily PE (P < .001). Conclusions: Findings suggest that exposure to daily PE may contribute to increased aerobic fitness in youth.

The Effects of Quality Daily Physical Education on Movement Competency in Obese versus Nonobese Children

1997 ◽  
Vol 14 (3) ◽  
pp. 222-237 ◽  
Author(s):  
J. Dru Marshall ◽  
Marcel Bouffard
Keyword(s):  
Physical Education ◽  
Aerobic Fitness ◽  
Motor Development ◽  
Gross Motor ◽  
Fitness Level ◽  
Gross Motor Development ◽  
Obesity Status ◽  
Group Sex ◽  
Run Test ◽  
Performance Results

The purposes of the study were to determine if there is a difference in gross motor skill movement competencies between obese and nonobese children; whether Quality Daily Physical Education (QDPE) programs facilitated the development of movement skill in obese children; and whether there is an association between aerobic fitness level and motor performance results. A 2 Sex (male, female) × 2 Group (obese, nonobese) × 2 Age Categories (Grade 1, Grade 4) × 2 Program (QDPE, non-QDPE) completely randomized factorial design was used. Movement competency (Test of Gross Motor Development (TGMD)) and aerobic fitness (20 m shuttle run test) were assessed in 100 age-, sex-, and school-matched obese and nonobese pairs. A significant three-way interaction of Program × Group × Sex was found for the TGMD total score, suggesting that QDPE programs facilitate the development of gross motor skills in those children who are less movement competent to begin with, regardless of their obesity status. Correlations showed that aerobic fitness level was predictive of the TGMD scores. This study provides evidence in support of QDPE programs.

scholarly journals A Qualitative Study of Interviewer-Administered Physical Activity Recalls by Children

2013 ◽  
Vol 10 (6) ◽  
pp. 833-849 ◽  
Author(s):  
Dawn K. Wilson ◽  
Suzanne Domel Baxter ◽  
Caroline Guinn ◽  
Russell R. Pate ◽  
Kerry McIver
Keyword(s):  
Physical Activity ◽  
South Carolina ◽  
Free Recall ◽  
Physical Education ◽  
Qualitative Study ◽  
Retention Interval ◽  
Fifth Grade ◽  
Cognitive Interviews ◽  
School Day ◽  
Retention Intervals

Background:Qualitative methods were used to better understand how to obtain interviewer-administered recalls of physical activity from children.Methods:Subjects were 24 third- and fifth-grade children from 1 school in Columbia, South Carolina. Cognitive interviews targeted different retention intervals (about the same or previous school day). Round 1’s protocols used an open format and had 4 phases (obtain free recall, review free recall, obtain details, review details). Round 2’s protocols used a chronological format and had 3 phases (obtain free recall, obtain details, review details). Trained coders identified discrepancies across interview phases in children’s recalls of physical activity at physical education (PE) and recess. Based on the school’s schedule, children’s reports of PE and recess were classified as omissions (scheduled but unreported) or intrusions (unscheduled but reported).Results:Across interview phases, there were numerous discrepancies for Round 1 (regardless of grade, sex, or retention interval) but few discrepancies for Round 2. For Rounds 1 and 2, respectively, 0% and 0% of children omitted PE, while 33% and 0% intruded PE; 44% and 56% of children omitted recess, while 33% and 0% intruded recess.Conclusions:Results provide important information for facilitating interviewer-administered recalls of physical activity with elementary-age children.

The Accuracy of Children’s Counting of Exercise Heart Rates

1991 ◽  
Vol 3 (3) ◽  
pp. 229-237 ◽  
Author(s):  
Richard W. Best ◽  
Mary A. Steinhardt
Keyword(s):  
Heart Rate ◽  
Physical Education ◽  
Data Collection ◽  
Aerobic Fitness ◽  
Exercise Heart Rate ◽  
Physical Education Class ◽  
Grade Levels ◽  
Education Class ◽  
Grade 5 ◽  
Grade 3

The purpose of this study was to determine whether children from three schools could accurately count and report their exercise heart rate (HR) during physical education class. Data collection included exercise HR reported by the children and recorded using UNIQ heartwatches. All children were asked to report their exercise HR for 5 and 10 seconds during the aerobic fitness portion of the class. Each child’s reported values were then compared to the heartwatch values. To determine the accuracy of reporting and generalizability of results, a 3 × 3 × 2 (grade by school by method) ANOVA was performed. Results revealed a significant grade-by-school interaction. Children at School A were accurate in counting exercise HR at all grade levels. For schools B and C, children in Grade 5 were accurate in counting, children in Grade 4 were only marginally accurate, and children in Grade 3 were not accurate in counting exercise HR. For each school, the 5-sec count was statistically accurate whereas the 10-sec count was inaccurate. Implications for physical education curricula are discussed.

scholarly journals The Effect of Elementary School Soccer Instruction Using Virtual Reality Technologies on Students’ Attitudes toward Physical Education and Flow in Class

2021 ◽  
Vol 13 (6) ◽  
pp. 3240
Author(s):  
Hyun Suk Lee ◽  
Junga Lee
Keyword(s):  
Virtual Reality ◽  
Elementary School ◽  
Physical Education ◽  
School Students ◽  
Virtual Reality Technology ◽  
Grade Levels ◽  
Attitudes Toward Physical Education ◽  
Sports Programs ◽  
Students Attitudes ◽  
Traditional Class

We analyzed the effects of an elementary school soccer class using virtual reality technology on students’ attitudes toward physical education class and the influence on class flow. The data from 113 elementary school students from Seoul and Gyeonggi-do were analyzed. Students were divided into groups that received either virtual reality or traditional classes (e.g., playing on a playground). Data were analyzed with three-way analyses of variance. Results revealed that students who participated in the virtual reality classes had more confidence, concentration, and experienced more flow (specifically, attention to PE class, integration of ability, challenge, and sense of control) than students who participated in the traditional class. This suggests that virtual reality technology positively affected students’ attitudes and flow. In subsequent research, it is necessary to develop and disseminate a variety of virtual reality sports programs and to conduct studies with students from various grade levels.

Relationship of Teacher Training and School Characteristics to Middle School State Assessment Results

2017 ◽  
Vol 36 (4) ◽  
pp. 467-476
Author(s):  
Tina J. Hall ◽  
Lori K. Hicklin ◽  
Karen E. French
Keyword(s):  
Middle School ◽  
South Carolina ◽  
Teacher Training ◽  
Physical Education ◽  
Student Performance ◽  
School Characteristics ◽  
Health Related ◽  
Education Indicators ◽  
The Relationship ◽  
Health Related Fitness

Purpose:To examine the relationship between the South Carolina middle school physical education assessment results and the school characteristics. In addition, the relationship between teacher training attendance and student achievement were determined.Method:Student performance on four physical education indicators in 63 middle schools (and 116 teachers) were reported to the South Carolina Physical Education Assessment Program. Multiple regression analyses were conducted to determine the relationships between school characteristics as predictors of the performance indicator. ANOVAs were conducted to determine the relationship to teacher training and the performance indicators.Results:Statewide averages of student performance indicated that slightly over 50% of middle school students were rated as competent in all physical education indicators except health-related fitness (31.2%). The variability was high among all indicators. The correlations between the poverty index and the physical education indicators were significant and low. Teachers who attended data collection training sessions scored higher on all performance indicators, particularly health-related fitness knowledge. Teachers who attended professional development had significantly higher scores on motor skills, health-related fitness knowledge, and the overall weighted scores and approached significance on the health-related fitness performance.Discussion/Conclusion:This study suggests that teachers and the programs they deliver have a greater impact on student learning than do school characteristics. Teacher training and professional development is warranted. Most compelling is that the results of this study provide a strong argument against the practice of using student scores from other academic content areas to evaluate teacher effectiveness in physical education.

scholarly journals Changes of attitudes towards inclusion in the physical education after experiencing the educational programme Paralympic school day

e-Pedagogium ◽  
2021 ◽  
Vol 21 (2) ◽  
pp. 33-45
Author(s):  
Jakub Řičica ◽  
Ladislav Baloun ◽  
Ondřej Ješina ◽  
Ilona Pavlová ◽  
Martin Kudláček
Keyword(s):  
Physical Education ◽  
Educational Programme ◽  
School Day ◽  
Attitudes Towards Inclusion

scholarly journals The Difference of Cardiovascular Endurance between Soccer Players and Handball Players

2019 ◽  
Vol 6 (3) ◽  
pp. 5341-5346
Author(s):  
Dr. Syed Kamaruzaman Syed Ali
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
T Test ◽  
Soccer Players ◽  
Cardiovascular Endurance ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
The Difference ◽  
Run Test

The purpose of this study was to investigate the difference of cardiovascular endurance between secondary school soccer players and handball players. The study adopted ex-post facto design. The subjects were selected among soccer and handball players at one of the secondary schools. A total of 60 subjects were selected, 30 soccer players and 30 handball players. All subjects aged between 13 and 15 years old. The test used to test cardiovascular endurance was 12 minute Cooper Run Test. T-test was used to determine whether there is a significant difference between the cardiovascular endurance of the soccer players and handball players. The results of the study showed that there was no significant difference t(-1.65)=58, P>0.05 between soccer players (M = 2235; SD = 180.44) and handball players (M = 2307.83; SD = 160.19). Although there was no significant difference, the players from both teams still have good cardiovascular endurance fitness.

scholarly journals Behaviours involved in the role of victim and aggressor in bullying: Relationship with physical fitness in adolescents

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0259087
Author(s):  
Juan de Dios Benítez-Sillero ◽  
Diego Corredor-Corredor ◽  
Rosario Ortega-Ruiz ◽  
Francisco Córdoba-Alcaide
Keyword(s):  
Physical Fitness ◽  
Interpersonal Relationships ◽  
Physical Condition ◽  
Well Being ◽  
Cardiovascular Endurance ◽  
Fitness Tests ◽  
Protective Element ◽  
Run Test ◽  
Bullying Victimisation

Physical fitness is related to well-being and health. Adolescence is a key period in the psychological and social development of the person, in which interpersonal relationships gain strength, being bullying a type of violence that can affect the personality of those involved. At present, there is not enough research to determine the relationships between bullying and physical condition. The purpose of this study is to find out if there are any relationships among physical fitness, victimisation, and aggression in bullying, and to identify these behaviours. This is a descriptive study done in 1035 adolescents aged 12 to 17 years (M = 14.67, SD = 1.49). The European Bullying Intervention Project Questionnaire (EBIPQ) scale was used, and anthropometric characteristics of weight and height were measured. In addition, physical fitness tests from the Eurofit battery, sit-and-reach, 30-second sit-ups, horizontal jump, manual dynamometry, and 20-meter Multistage Shuttle Run Test (SRT) were included. The relationships between variables were analysed using Spearman correlations, linear regressions, and ordinal regressions. The most relevant findings indicate an inverse relationship between being a victim of bullying and having a better cardiorespiratory cardiovascular endurance. These also show a direct relationship between being a bully and skeletal muscle strength measured through the horizontal jump, 30-second sit-ups, and manual dynamometry tests. Theoretically, we can conclude that physical condition can be considered a predictor to consider in bullying. Specifically, cardiorespiratory fitness, in addition to its multiple physical and mental benefits, may be a protective element against bullying victimisation. In contrast, muscular strength, especially in boys, may be an important predictor, especially in the physical component, of aggression in bullying.

The Effects of a Goal Setting Intervention on Aerobic Fitness in Middle School Students

2015 ◽  
Vol 34 (4) ◽  
pp. 576-587 ◽  
Author(s):  
Samantha M. McDonald ◽  
Stewart G. Trost
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Goal Setting ◽  
Aerobic Fitness ◽  
School Students ◽  
Post Intervention ◽  
Significant Group ◽  
Time Interaction ◽  
8Th Grade ◽  
Run Test

Purpose:This study evaluated the effects of a goal setting intervention on aerobic fitness (AF) in 6th to 8th grade students.Method:Students at the intervention school received a lesson on SMART goal setting. Students in the comparison school served as a measurement-only group. AF was assessed via the PACER multistage shuttle run test pre and post intervention. Between-group differences for change in AF were assessed using a RM ANCOVA.Results:A significant group by time interaction was observed for PACER performance, F(1,263) = 39.9, p < .0001. Intervention students increased PACER performance from 40.6 to 45.9 laps, while comparison students exhibited a decline from 30.2 to 23.4 laps. Intervention students were 10 times as likely as those in the comparison school to maintain Healthy Fitness Zone status or progress from Needs Improvement Zone to Healthy Fitness Zone.Discussion:Educating middle school students about SMART goal setting may be an effective strategy for improving aerobic fitness.

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