Shifting and Narrowing Masculinity Hierarchies in Physical Education: Status Matters

2014 ◽  
Vol 33 (3) ◽  
pp. 342-362 ◽  
Author(s):  
Amy Tischler ◽  
Nate McCaughtry
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Study Data ◽  
School Students ◽  
Education Status ◽  
Male High School ◽  
Past Experiences ◽  
Member Checks

The purpose of this study was to examine boys’ perceptions of masculinity hierarchies in adventure physical education in relation to past experiences in sport-based physical education and their evolving views about physical activity in their lives. Theoretical principles of masculinity guided this study. Data were collected with 55 male high school students through 84 formal interviews, 200 e-mail interviews, and 135 ninety-minute class observations over 15 weeks. Data were analyzed using constant comparison with frequent member checks to facilitate trustworthiness. Three main findings emerged. First, boys described masculinity hierarchies in many past sport-based physical education classes as static and well-pronounced, which for many negatively impacted their perceptions of and engagement with physical activity. Second, boys described masculinity hierarchies in adventure physical education at Apex High School as shifting and narrowing, which stood in stark contrast to the inequitable status differentials in many sport-based physical education classes. Third, shifting and narrowing masculinity hierarchies resulted in significant positive outcomes for boys, most notably enhancing their orientations toward physical activity. Findings from this study suggest that physical education settings that produce shifting and narrowing masculinity hierarchies can enhance boys’ perceptions of and engagement with physical activity both in and out of school.

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 The Relationship between Attitudes towards Physical Activity and Self-Esteem of High School Students

2019 ◽  
Vol 5 (1) ◽  
pp. 70-73
Author(s):  
H. Fatih KUCUKIBIS ◽  
Mehmet GUL
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Personal Information ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Study Data ◽  
School Students ◽  
Positive Correlation ◽  
The Relationship

The purpose of this study was to examine the relationship between attitudes towards physical activity and self-esteem of high school students. Three different scales were used on 626 adolescents in total who lived in Sivas, found by random sampling method. The first scale is “the Personal Information Scale” consisting of 6 items to determine the demographical characteristics of the participants; the second scale is “the Cognitive Behavioral Physical Activity Questionnaire (CBPA)”, which was developed by Schembre et al. (2015) and was adapted to Turkish by Eskiler et al. (2016) to determine the participants’ attitudes towards physical activity; and the last scale is “the Self-Esteem Scale” by Rosenberg (1965) and adapted to Turkish by Çuhadaroğlu (1985) to determine the levels of self-esteem of the participants. The study data was analyzed by SPSS 25 package software. The obtained data were represented as values of frequency (f), percentage (%), average (x-), and standard deviation (±). Pearson Correlation analysis was applied in order to determine the effect of physical activity attitudes on self-esteem. The age average of the participants was determined to be 16,28 (±0,97). The gender distribution was 312 females and 314 males, and the number of those who were participating in licensed sports was 336, and that of those who were not was 290. It was determined that there was a positive correlation between the participants’ attitude towards physical activity and their self-esteem. In conclusion, a positive correlation was found between the attitude towards physical activity and self-esteem. In the study, it was suggested that the tendencies towards physical activity should be protected.

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.

Perceptions of Overweight Students Concerning Their Experiences in Physical Education

2009 ◽  
Vol 28 (3) ◽  
pp. 272-292 ◽  
Author(s):  
Josh Trout ◽  
Kim C. Graber
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Physical Education ◽  
Learned Helplessness ◽  
Growth Charts ◽  
School Students ◽  
Control Growth ◽  
Gender And Age ◽  
Male High School ◽  
The Relationship

The purpose of this investigation was to examine overweight students’ perceptions of and experiences in physical education. Specifically, the applicability of learned helplessness as a framework to understand their experiences was explored. Participants were seven female and five male high school students whose body mass index was at or higher than the gender- and age-specific 85th percentile based on Centers for Disease Control growth charts. Data collection included formal interviews with students and their parents. The primary findings indicate that students have mixed opinions concerning the benefits to be derived from physical education. Despite recognizing the relationship between lack of physical activity and obesity, many participants avoided participation because they had been traumatized to the extent of exhibiting symptoms consistent with learned helplessness. Participants demonstrated greater concern about visibility than they did about their performance, which suggests they might engage in physical activity if shielded from the view of peers.

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 Social Cognitive Theory and Physical Activity Among Korean Male High-School Students

2018 ◽  
Vol 12 (4) ◽  
pp. 973-980 ◽  
Author(s):  
Chung Gun Lee ◽  
Seiyeong Park ◽  
Seung Hwan Lee ◽  
Hyunwoo Kim ◽  
Ji-Won Park
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
School Students ◽  
Physical Activity Interventions ◽  
Male High School

The most critical step in developing and implementing effective physical activity interventions is to understand the determinants and correlates of physical activity, and it is strongly suggested that such effort should be based on theories. The purpose of this study is to test the direct, indirect, and total effect of social cognitive theory constructs on physical activity among Korean male high-school students. Three-hundred and forty-one 10th-grade male students were recruited from a private single-sex high school located in Seoul, South Korea. Structural equation modeling was used to test the expected relationships among the latent variables. The proposed model accounted for 42% of the variance in physical activity. Self-efficacy had the strongest total effect on physical activity. Self-efficacy for being physically active was positively associated with physical activity ( p < .01). Self-efficacy also had positive indirect effects on physical activity through perceived benefits ( p < .05) and goal setting ( p < .01). The results of this study indicated that the social cognitive theory is a useful framework to understand physical activity among Korean male adolescents. Physical activity interventions targeting Korean male high-school students should focus on the major sources of efficacy.

Impact of State Laws Governing Physical Education on Attendance Among US High School Students, 2003 to 2017

2019 ◽  
Vol 33 (8) ◽  
pp. 1144-1151 ◽  
Author(s):  
Ruopeng An ◽  
Mengmeng Ji ◽  
Caitlin Clarke ◽  
Chenghua Guan
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Negative Binomial ◽  
School Students ◽  
Cross Sectional ◽  
State Laws ◽  
Individual Level ◽  
Class Attendance

Purpose: This study assessed the influence of state laws governing physical education (PE) on weekly PE class attendance among US high school students. Design: Cross-sectional. Setting: 2003 to 2017 US national Youth Risk Behavior Survey (YRBS). Participants: A total of 533 468 high school students. Measures: Data on state laws governing PE came from National Cancer Institute’s Classification of Laws Associated with School Students (CLASS). Eight distinct state PE policies were scored, with higher scores denoting stronger laws. Analysis: Individual-level YRBS data were merged with CLASS data based on students’ residential state and survey year. State fixed-effect negative binomial regressions were performed, adjusting for individual-level characteristics and YRBS survey design. Results: A 1-score increase in state laws governing PE class time, staffing for PE, joint use agreement for physical activity, assessment of health-related fitness, and PE curriculum was associated with an increase in weekly PE attendance by 0.30, 0.28, 0.22, 0.20, and 0.13 days ( P < .001), respectively. In contrast, a 1-score increase in state laws governing moderate-to-vigorous-intensity physical activity time in PE, PE proficiency, and recess time was associated with a reduction in weekly PE attendance by 0.25, 0.15, and 0.09 days ( P < .001), respectively. The effects of most state PE policies on PE class attendance were larger among girls than boys. Conclusion: State PE policies differentially impacted US high school students’ PE class attendance, with larger effects on female students.

Sign in / Sign up

Export Citation Format

Share Document