High School Students’ Attitudes Toward Fitness Testing

2014 ◽  
Vol 33 (2) ◽  
pp. 269-281 ◽  
Author(s):  
Kevin Mercier ◽  
Stephen Silverman
Keyword(s):  
High School ◽  
High School Students ◽  
Function Analysis ◽  
Fitness Testing ◽  
School Students ◽  
Fitness Test ◽  
Students Attitudes ◽  
And Gender ◽  
Student's Attitudes

The purpose of this study was to investigate the attitudes of high school students toward fitness testing. An instrument containing 18 items and four factors measuring student’s attitudes toward fitness testing: cognitive, affect-enjoyment, affect-feelings, and affect-teacher was completed by 524 boys and 675 girls (N = 1199). MANOVA indicated significant differences among the dependent variables for grade and gender. A stepwise discriminant function analysis (DFA) indicated affect-feelings then affect-enjoyment as variables that predicted these differences. Follow-up tests indicated that gender, and not grade, was the cause of the significant affect-feelings differences. MANOVA for fitness test types and the follow-up DFA indicated that students who completed the FitnessGram test had significantly higher cognitive attitudes than those who completed the President’s Challenge. The results suggest that student gender and the type of fitness test impact and lead to differences in attitudes.

scholarly journals Tracking of Physical Activity, Sport Participation, and Sedentary Behaviors over Four Years of High School

2018 ◽  
Vol 10 (9) ◽  
pp. 3104 ◽  
Author(s):  
Lovro Štefan ◽  
Marjeta Mišigoj-Duraković ◽  
Antonela Devrnja ◽  
Hrvoje Podnar ◽  
Vilko Petrić ◽  
...  
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Screen Time ◽  
Sport Participation ◽  
Sports Participation ◽  
Sedentary Behaviors ◽  
School Students ◽  
And Gender

Background: The aim of the present study was to investigate the extent of tracking of physical activity (PA), sports participation (SP), and sedentary behaviors (SB) over four years of high school education among the Croatian Physical Activity in Adolescence Longitudinal Study (CRO-PALS) cohort. Methods: In this investigation, participants were 844 high school students (15.6 years at baseline; 49% girls). The SHAPES questionnaire was used to assess PA, SP, and SB at ages 15, 16, 17, and 18 and tracking was assessed using generalized estimating equations. Results: Tracking coefficients for PA were similar in both sexes, ranged from 0.49 to 0.61, and indicated moderate tracking, while the tracking of SB tended to be somewhat higher over the four years of follow-up (β = 0.60–0.72). Youth that participated in sports at baseline had a 16 to 28 times higher odds of continued participation at follow-up, depending on the type of sport and gender. Finally, both low physical activity and high screen time showed strong tracking in both genders. Conclusion: PA and SB tracked moderately between ages 15 and 18. Moreover, the strong tracking of low PA and high screen time indicates that the detection of these risk factors at the beginning of high school should be advocated.

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.

scholarly journals Emerging Adulthood: An Intersectional Examination of the Changing Life Course

2019 ◽  
Vol 15 (4) ◽  
pp. 14-33
Author(s):  
Shauna A. Morimoto
Keyword(s):  
High School ◽  
High School Students ◽  
Emerging Adulthood ◽  
Life Course ◽  
School Students ◽  
Identity Exploration ◽  
Race And Gender ◽  
Adult World ◽  
And Gender ◽  
The Life Course

This article draws on qualitative data of U.S. high school students considering their place in the adult world; the purpose is to investigate Jeffrey Arnett’s (2000) concept of “emerging adulthood” as a new stage of life course. Drawing on interviews and observational data collected around the time when Arnett’s notion of emerging adulthood started to take hold, I use intersectional interpretive lens in order to highlight how race and gender construct emerging adulthood as high school students move out of adolescence. I consider Arnett’s thesis twofold. First, when emerging adulthood is examined intersectionally, young people reveal that – rather than being distinct periods that can simply be prolonged, delayed, or even reached – life stages are fluid and constantly in flux. Second, since efforts to mitigate against uncertain futures characterizes the Millennial generation, I argue that the process of guarding against uncertainty reorders, questions or reconfigures the characteristics and stages that conventionally serve as markers of life course. I conclude that the identity exploration, indecision, and insecurity associated with emerging adulthood can also be understood as related to how the youth reveal and reshape the life course intersectionally.

scholarly journals Lebanese Students’ Attitudes toward English: An Exploratory Study

2021 ◽  
Vol 10 (2) ◽  
pp. 20
Author(s):  
Ghada M. Chehimi
Keyword(s):  
High School ◽  
High School Students ◽  
Middle Class ◽  
Exploratory Study ◽  
English Language ◽  
Social Classes ◽  
School Students ◽  
Lower Middle Class ◽  
Students Attitudes ◽  
Selection Of

This is a study of high school students’ attitudes toward the English language in Lebanon. The purpose of this research is to assess the extent of use of English inside and outside the schools taking into consideration the attitude towards the language. Two schools were selected, one upper middle class and one lower middle class. This selection of different social classes aims at finding whether a student’s socio- economical background affects his/ her attitude toward the English language. The sample of respondents returned 52 questionnaires from the two schools. Although this sample was a modest one, it highlighted the differences in attitudes towards the English language, but these attitudes did not relate much to the socioeconomic class as much as personal preferences. However, what was salient in this research is how students from the lower middle class were more inclined to use English to raise their social status and both groups agreed that English is essential to their progress in life.

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