Criterion-Referenced Reliability and Equivalency Between the PACER and 1-Mile Run/Walk for High School Students

2006 ◽  
Vol 3 (s2) ◽  
pp. S21-S33 ◽  
Author(s):  
Michael W. Beets ◽  
Kenneth H. Pitetti
Keyword(s):  
High School ◽  
High School Students ◽  
Environmental Conditions ◽  
School Students ◽  
Cardiovascular Endurance ◽  
Criterion Referenced ◽  
Zone Pass

Background:To examine the Healthy Fitness Zone (pass/fail) criterion-referenced reliability (CRR) and equivalency (CRE) of the 1-mile run/walk (MRW) and Progressive Aerobic Cardiovascular Endurance Run (PACER) in adolescents (13 to 18 years).Methods:Seventy-six girls and 165 boys were randomly assigned to complete 2 trials of each test.Results:CRR for the boys on the MRW (Pa = 77%, κq = 0.53) was lower than on the PACER (Pa = 81%, κq = 0.63); girls were classified more similarly on the MRW (Pa = 83%, κq = 0.67) than on the PACER (Pa = 79%, κq = 0.58). The CRE between the MRW and PACER indicated boys (Pa = 77%, κq = 0.55) were classified more consistently on both tests than girls (Pa = 73%, κq = 0.46).Conclusions:No test provided greater consistency. Practitioners may consider other features, such as ease of administration, environmental conditions, and comparative use in the literature.

scholarly journals Investigation of Cardiovascular Endurance Levels of Sedentary High School Students

2018 ◽  
Vol 6 (5) ◽  
pp. 144
Author(s):  
Betül Akyol ◽  
Kayhan Söğüt
Keyword(s):  
High School ◽  
Heart Rate ◽  
High School Students ◽  
Oxygen Saturation ◽  
Recovery Period ◽  
Step Test ◽  
School Students ◽  
Walking Test ◽  
Cardiovascular Endurance ◽  
Significant Difference

The aim of our study is to examine the cardiovascular endurance systems of sedentary high school students. The 112 sedentary individual was taken to the 1600 meter walking test run, and the 120 sedentary individual Harward step test. While both individuals were participating in the same test, weight, height, oxygen saturation, and heart rate of participants were measured before starting the test. As soon as the test is finished (recovery period), oxygen saturation and heart rate variability of individuals are measured at 1, 3, 5 minutes. All measured variables were analyzed and compared. Analysis of the data was done according to the SPSS statistical program and the significance level was accepted as p <0.05. In the 1600-meter walking test, it was observed that there was a significant difference in mean heart rate between males and females p<0.05. There was a significant difference between the mean values of the time of completion of the 1600 m running test by males and females (p < 0.05). During the 1600-meter walking and Harward step test recovery period, there was no difference in the participants' parameters. There was no significant difference between oxygen saturations at beginning, recovery 1st, 3rd, and 5th minutes in both tests. Significant differences were found between heart rate and oxygen saturation values (beginning, recovery 1st, 3rd, and 5th minutes) in the intra-group comparisons of both groups. Participants' heart rates began to increase with exercise, but remained above the initial heart rate level during recovery. Participants' body mass indexes were observed to be within normal values. We think that can be increased cardio respiratory and cardiovascular fitness levels and can been created lifelong exercise habits by regular exercise programs are given to Sedentary high school students. Thus, we believe that the young population can be prevented from getting sick by providing healthier, social, active individuals.

Criterion-referenced Equivalence Between The 1-mile Run/walk And Pacer In High School Students

2005 ◽  
Vol 37 (Supplement) ◽  
pp. S17
Author(s):  
Ken H. Pitetti ◽  
Michael W. Beets ◽  
Steven B. Hammer
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Criterion Referenced

The Oxygen Cost of a 20-Minute Steady-State Jog for High School Boys and Girls

1990 ◽  
Vol 2 (3) ◽  
pp. 272-280 ◽  
Author(s):  
John L. Walker ◽  
Tinker D. Murray ◽  
Charles M. Johnson ◽  
Don L. Rainey ◽  
William G. Squires
Keyword(s):  
High School ◽  
High School Students ◽  
Steady State ◽  
Sports Medicine ◽  
Small Sample Size ◽  
Small Sample ◽  
Peak Oxygen Consumption ◽  
School Students ◽  
Treadmill Testing ◽  
Criterion Referenced

This study evaluated the aerobic demands of the 20-minute steady-state jogging speeds for 15 high school students. All subjects performed a discontinuous treadmill test that included submaximal speeds, the Fit Youth Today criterion referenced speeds, and finally a run to voluntary fatigue. Stages lasted 5 minutes. Preliminary data indicated that both groups averaged between 87% (the 9 boys) and 93 % (the 6 girls) of their respective peak oxygen consumption at the criterion referenced speeds during treadmill testing. According to the American College of Sports Medicine guidelines for healthy adults, these intensities represent the upper threshold for aerobic conditioning, and high exercise intensities can increase the risk of injury. Although the results of this study are preliminary in nature and based on a small sample size, we suggest that the criterion referenced distances (speeds) for the FYT 20-minute steady-state jog may need modification.

High School Student Fitness Test Attributions: Does BMI or Performance Matter?

2021 ◽  
Vol 40 (1) ◽  
pp. 49-57
Author(s):  
Summer Davis ◽  
Xihe Zhu ◽  
Justin Haegele
Keyword(s):  
High School ◽  
High School Students ◽  
Student Performance ◽  
Test Performance ◽  
Healthy Weight ◽  
School Students ◽  
Fitness Test ◽  
Cardiovascular Endurance ◽  
Fitness Tests ◽  
Push Up

Purpose: To examine differences in fitness test performance and the attributions made for the performances between high school students of different weight status. Methods: High school students (n = 185) completed the Progressive Aerobic Cardiovascular Endurance Run and the push-up fitness tests and then completed the modified Causal Dimension Scale to assess their attributions for their performances. Results: Students of a healthy weight performed higher than overweight/obese students on both fitness tests. There were no significant differences in attribution dimension scores for either test between healthy weight and overweight/obese students. Student performance played a significant role on the attribution dimension scores for both tests. Students primarily attributed their push-up and Progressive Aerobic Cardiovascular Endurance Run performance to ability. Conclusion: As student performance is significantly associated with attribution dimension scores, improving fitness test performance should subsequently foster adaptive attributions, creating a high expectancy for future success.

scholarly journals Effect of Awris Traditional Dances on Health Related Physical Fitness Traits among High School Students in Ethiopia

2019 ◽  
Vol 8 (1) ◽  
pp. 126-130
Author(s):  
Mulay Gebretensay ◽  
Soumitra Mondal ◽  
Mathivanan D ◽  
Mahmud Abdulkader
Keyword(s):  
High School ◽  
High School Students ◽  
Muscular Strength ◽  
Control Group ◽  
School Students ◽  
Dance Training ◽  
Cardiovascular Endurance ◽  
Fitness Traits ◽  
Traditional Dance ◽  
Health Related

The purpose of this study was to evaluate the effect of Awris traditional dance Tigray regional state on health related physical fitness traits among high school students. To achieve the purpose of this study, 40 high school students were selected randomly. And their age ranged between 15 and 17 years. The selected participants were categorized into experimental and control group with twenty (n=20) subjects in each. The experimental group performed traditional dances for a period of 16 weeks three days per week whereas participants in the control group were informed to follow their usual daily activity. All participants were tested on selected criterion measures on muscular strength, flexibility, cardiovascular endurance and body composition prior to and after the 16 weeks of the training period. The data pertaining to the variables in this study were statistically examined by using SPSS statistical software version 25. Descriptive statistics such as mean and standard deviation were found in order to get the basic idea of the data distribution. Independent t- test was employed for finding whether there was any statistically significant pre-test to post-test mean differences in their respective variables of each group. Level of significant was set at 0.05. Following the 16-weeks traditional dance training, significant change was observed on muscular strength and cardiovascular endurance, but there was no significant improvement in flexibility and body composition as compare the experimental groups with the control group. Therefore it can be concluded that Awris traditional dance training program can notably improve muscular strength and cardiovascular endurance of high school students.

Criterion-referenced Equivalence Between The 1-mile Run/walk And Pacer In High School Students

2005 ◽  
Vol 37 (Supplement) ◽  
pp. S17
Author(s):  
Ken H. Pitetti ◽  
Michael W. Beets ◽  
Steven B. Hammer
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Criterion Referenced

The Effectiveness of Videodisc Instruction in Teaching Fractions to Learning-Disabled and Remedial High School Students

1986 ◽  
Vol 8 (2) ◽  
pp. 5-17 ◽  
Author(s):  
Bernadette Kelly ◽  
Douglas Carnine ◽  
Russell Gersten ◽  
Bonnie Grossen
Keyword(s):  
High School ◽  
High School Students ◽  
Instructional Design ◽  
Relative Effectiveness ◽  
School Students ◽  
Treatment Implementation ◽  
Task Behavior ◽  
Student Error ◽  
On Task Behavior ◽  
Criterion Referenced

This study compares the effectiveness of a videodisc curriculum that incorporates principles of instructional design (including discrimination practice and cumulative review) with a traditional basal program designed to teach basic fractions skills. Twenty-eight high school students, including 17 mildly handicapped students, qualified for the study by showing (a) mastery of whole number operations and (b) less than 50 percent mastery of the fractions skills to be taught. The students were matched in pairs based on a pretest score and math scores from the California Achievement Test, and then randomly assigned to one of the treatments. During the ten-day intervention, observers collected data on levels of treatment implementation and student on-task behavior. A criterion-referenced posttest and two-week maintenance test were administered. The videodisc curriculum resulted in significantly higher posttest and maintenance test scores. Levels of on-task behavior were significantly higher in the videodisc sessions, although levels in both conditions were above 80 percent. An analysis of student error patterns indicated that differences in instructional design features contributed to the relative effectiveness of the two curricula.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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