Promoting Health-Related Cardiorespiratory Fitness in Physical Education: The Role of Lesson Context and Teacher Behavior in an Observational Longitudinal Study

2021 ◽  
pp. 1-7
Author(s):  
Miguel Peralta ◽  
Élvio Rúbio Gouveia ◽  
Gerson Ferrari ◽  
Ricardo Catunda ◽  
Duarte Heriques-Neto ◽  
...  
Keyword(s):  
Physical Education ◽  
Cardiorespiratory Fitness ◽  
Teacher Behavior ◽  
Linear Regression Models ◽  
School Year ◽  
Instruction Time ◽  
Cardiovascular Endurance ◽  
Health Related ◽  
Lesson Content ◽  
Lesson Context

Purpose: Physical education (PE) is an important context for promoting health-related cardiorespiratory fitness (CRF) in youth. Within PE, the lesson context and teacher behavior may be relevant for the promotion CRF; however, evidence is scarce. Therefore, the purpose of this study was to assess whether students’ CRF improvement in a school year was explained by PE lesson context and teacher behavior. Method: A 1-year observational one-group pretest/posttest study, including 212 students, was conducted. The Progressive Aerobic Cardiovascular Endurance Run (PACER) was used to assess CRF. The PE lesson context and teacher behavior were assessed using the System for Observing Fitness Instruction Time. Multivariate linear regression models were performed to examine the effect of time spent in each category of lesson content and teacher behavior on the change in PACER laps from the beginning to the end of the school year. Results: Lesson time spent in gameplay (boys: B = −0.24, 95% confidence interval [CI] [−0.45, −0.02]; girls: B = −0.17, 95% CI [−0.29, −0.04]), time spent by teachers in instruction tasks (boys: B = 0.38, 95% CI [0.17, 0.60]; girls: B = 0.33, 95% CI [0.17, 0.48]), and promoting fitness (girls: B = 1.40, 95% CI [0.60, 2.20]) were associated to PACER improvement. Lesson time spent in general content (boys: B = −0.24, 95% CI [−0.45, −0.02]; girls: B = −0.17, 95% CI [−0.29, −0.04]) and time spent by teachers in management tasks (boys: B = −0.42, 95% CI [−0.70, −0.15]; girls: B = −0.46, 95% CI [−0.63, −0.28]) were negatively associated to PACER. Discussion/Conclusion: Promoting CRF in PE can be achieved by providing active class contexts, such as gameplay, reducing management time, and promoting in-class and out-of-class fitness.

scholarly journals Promoting Health-Related Cardiorespiratory Fitness in Physical Education: The Role of Class Intensity and Habitual Physical Activity

2020 ◽  
Vol 17 (18) ◽  
pp. 6852
Author(s):  
Miguel Peralta ◽  
Diana A. Santos ◽  
Duarte Henriques-Neto ◽  
Gerson Ferrari ◽  
Hugo Sarmento ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Cardiorespiratory Fitness ◽  
Longitudinal Design ◽  
Habitual Physical Activity ◽  
Positive Role ◽  
Organized Sports ◽  
School Year ◽  
Health Related

Physical education (PE) has the potential to promote health-related fitness, however, its contribution is still not clear. The aim of this study was to assess whether students’ health-related cardiorespiratory fitness (CRF) improved from the beginning to the end of the school year, and to examine the role of PE class intensity and habitual physical activity (PA) in promoting students’ CRF. This observational study employed a longitudinal design. Participants were 212 7th and 8th grade students (105 boys), mean age 12.9 years old, followed during one school year, from September 2017 to June 2018. The Progressive Aerobic Cardiovascular Endurance Run (PACER) was used to assess CRF at baseline and follow-up. PA was measured using accelerometers. PE class intensity was assessed using the System for Observing Fitness Instruction Time. Findings indicated that from the beginning to the end of the school year, a greater percentage of participants were in the CRF healthy fitness zone (73.1% to 79.7%, p = 0.022). Among boys, participating in organized sports (B = 4.61, 95% confidence interval [CI]: 0.33, 8.88) and the percentage of PE time being very active (B = 0.90, 95% CI: 0.44, 1.35) were positively associated with the change in PACER laps. Among girls, daily vigorous PA (B = 0.38, 95% CI: 0.15, 0.60) and participating in organized sports (B = 4.10, 95% CI: 0.93, 7.27) were also positively associated with PACER change, while being overweight or obese (B = −5.11, 95% CI: −8.28, −1.93) was negatively associated. In conclusion, PE was demonstrated to have a positive role in the promotion of CRF, especially among boys, while for girls, habitual PA seems to have a greater contribution. Nevertheless, results and conclusions should be considered carefully, taking into account study limitations, such as the non-direct measures of PE class intensity, CRF, and school setting.

Perceived Competence and Enjoyment in Predicting Students' Physical Activity and Cardiorespiratory Fitness

2008 ◽  
Vol 107 (2) ◽  
pp. 365-372 ◽  
Author(s):  
Zan Gao
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Cardiorespiratory Fitness ◽  
Perceived Competence ◽  
Regression Analyses ◽  
Significant Variance ◽  
Significant Contributor ◽  
Cardiovascular Endurance ◽  
Educational Implications ◽  
Predictive Strength

This study investigated the predictive strength of perceived competence and enjoyment on students' physical activity and cardiorespiratory fitness in physical education classes. Participants ( N = 307; 101 in Grade 6, 96 in Grade 7, 110 in Grade 8; 149 boys, 158 girls) responded to questionnaires assessing perceived competence and enjoyment of physical education, then their cardiorespiratory fitness was assessed on the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Physical activity in one class was estimated via pedometers. Regression analyses showed enjoyment ( R2 = 16.5) and perceived competence ( R2 = 4.2) accounted for significant variance of only 20.7% of physical activity and, perceived competence was the only significant contributor to cardiorespiratory fitness performance ( R2 = 19.3%). Only a small amount of variance here leaves 80% unaccounted for. Some educational implications and areas for research are mentioned.

scholarly journals Considering Physical Well-Being, Self-perceptions, and Support Variables in Understanding Youth Academic Achievement

2019 ◽  
Vol 40 (1) ◽  
pp. 134-157 ◽  
Author(s):  
Erin E. Centeio ◽  
Cheryl L. Somers ◽  
E. Whitney G. Moore ◽  
Alex Garn ◽  
Noel Kulik ◽  
...  
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
Cardiorespiratory Fitness ◽  
Well Being ◽  
Female Students ◽  
Male Students ◽  
Future Research ◽  
Self Perceptions ◽  
School Year ◽  
Cardiovascular Endurance

The purpose of this study was to examine the relation between measures of students’ physical well-being and self-perception and their academic achievement. Specifically, we look at students’ social support for physical activity, physical activity perceptions, self-concept, self-efficacy, health behaviors, and cardiorespiratory fitness (as measured by the progressive aerobic cardiovascular endurance run [PACER] test). Students ( n = 697 fifth graders) were surveyed at the beginning of the school year. A two-group path analysis revealed notable relationships between the predictor variables and proximal and distal outcomes, with some paths moderated by sex. One relationship that was significant for both sexes was cardiorespiratory fitness, as it was the only significant predictor of achievement. This effect was moderate to large for the female students ([Formula: see text]; [Formula: see text]) and small to large for the male students ([Formula: see text]; [Formula: see text]). These findings can be used to guide future research and educational prevention and intervention efforts.

Associations Between Objectively Assessed Components of Physical Activity and Health-Related Fitness in 10- to 14-Year-Old Children

2016 ◽  
Vol 13 (9) ◽  
pp. 993-1001 ◽  
Author(s):  
Stijn De Baere ◽  
Renaat Philippaerts ◽  
Kristine De Martelaer ◽  
Johan Lefevre
Keyword(s):  
Physical Activity ◽  
Cardiorespiratory Fitness ◽  
Regression Models ◽  
Linear Regression Models ◽  
Fitness Components ◽  
Electronic Diary ◽  
Muscular Fitness ◽  
Body Fatness ◽  
Health Related ◽  
Health Related Fitness

Background:Our aim was to investigate the association between different components of physical activity (PA) and health-related fitness in 10-to 14-year-old children.Methods:241 children were recruited from 15 primary and 15 secondary schools. PA was assessed using the SenseWear Mini and an electronic diary. Health-related fitness was assessed using Eurofit and translated into indicators of body fatness, cardiorespiratory fitness and muscular fitness. Associations between PA intensity and physical fitness components were determined using multiple linear regression models adjusted for possible confounders and the contribution of PA domains per intensity categories was calculated.Results:Associations between PA intensities and body fatness were low to moderate (|β| = 0.09 to 0.44), explaining up to 6% of the variance in boys and 17% in girls. For cardiorespiratory fitness, associations were higher (|β| = 0.17 to 0.56), with PA explaining up to 6% of the variance in boys and 31% in girls. Low-tomoderate associations (|β| = 0.06 to 0.43) were found for muscular fitness, with PA explaining up to 7% in boys and 13% in girls. Stronger associations were found for sedentary and light activities.Conclusions:Low-to-moderate associations between PA and fitness components were observed, with higher associations in girls. Sedentary and light intensity activity showed the strongest link with body fatness, cardiorespiratory fitness and muscular fitness.

Physical Activity in High School Physical Education: Impact of Lesson Context and Class Gender Composition

2014 ◽  
Vol 11 (1) ◽  
pp. 127-135 ◽  
Author(s):  
Nicole J. Smith ◽  
Monica A.F. Lounsbery ◽  
Thomas L. McKenzie
Keyword(s):  
Physical Activity ◽  
Professional Development ◽  
High School ◽  
Physical Education ◽  
Teacher Professional Development ◽  
Gender Composition ◽  
Instruction Time ◽  
High School Physical Education ◽  
Teacher Professional ◽  
Lesson Context

Background:Physical education (PE) is recommended as a source for physical activity (PA) and learning generalizable PA skills. Few studies have objectively examined high school PE, specifically its delivery, including PA, lesson contexts, and class gender composition.Methods:We used the System for Observing Fitness Instruction Time (SOFIT) to assess PA during 6 lesson contexts in 47 boys-only, 54 girls-only, and 63 coed lessons from 7 high schools. MANOVA assessed differences based on class gender composition.Results:Actual lesson length was 27.7 min, only 65% of the scheduled length of class periods. Students engaged in moderate-vigorous PA (MVPA) 54% of the time, with boys being more active than girls. Game play was the most dominant context (47%), and little time was allocated to knowledge and skill development. Class size, lesson length, PA, and lesson contexts all differed by class gender composition (P < .001).Conclusions:Many differences in the conduct of high school PE are related to class gender composition. Boys accumulated more MVPA than girls. When held, PE lessons contributed about 25% of recommended daily PA minutes; improvements could be made by increasing allocations to fitness and skill practice and reducing transition and management time. Teacher professional development is warranted.

scholarly journals Physical Activity, Lesson Context and Teacher Behavior in Large Physical Education Classes

2018 ◽  
Vol 6 (12) ◽  
pp. 84-90
Author(s):  
Michael K. Gross
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Role Models ◽  
Sports Medicine ◽  
Cardiovascular Health ◽  
Teacher Behavior ◽  
Activity Levels ◽  
Lesson Context ◽  
Sedentary Activities

With the advent of national and international concern about children’s decreasing activity levels, a number of interventions have been put in place that aim to promote cardiovascular health. These include national trials such as CATCH (Perry, Sellers, & Johnson, 1997) and SPARK (Sallis, McKenzie, Alcaraz, Kolody, Faucette, & Hovell, 1997). At a more programmatic level, there has been increasing attention towards the expansion of school physical education, dissuading children from pursuing sedentary activities, providing suitable role models for physical activity, and making activity-promoting changes in the environment (Council on Sports Medicine and Fitness, 2006).

Student Activity Levels, Lesson Context, and Teacher Behavior during Middle School Physical Education

2000 ◽  
Vol 71 (3) ◽  
pp. 249-259 ◽  
Author(s):  
Thomas L. McKenzie ◽  
Simon J. Marshall ◽  
James F. Sallis ◽  
Terry L. Conway
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Teacher Behavior ◽  
Activity Levels ◽  
Student Activity ◽  
Lesson Context

scholarly journals Association of Cardiorespiratory Fitness with Achievement Motivation in Physical Education in Adolescents

2021 ◽  
Vol 18 (5) ◽  
pp. 2317
Author(s):  
Cristina Cadenas-Sanchez ◽  
Javier Lamoneda ◽  
Francisco Javier Huertas-Delgado
Keyword(s):  
Physical Education ◽  
Achievement Motivation ◽  
Cardiorespiratory Fitness ◽  
Perceived Competence ◽  
Fitness Tests ◽  
Health Related Behaviors ◽  
Important Health ◽  
Health Related ◽  
Level Of Motivation ◽  
Shuttle Run

Cardiorespiratory fitness is an important health marker in adolescents. Thus, examining the relation between cardiorespiratory fitness and motivation should be important to increase health-related behaviors. This study aimed to describe adolescents’ cardiorespiratory fitness and motivation by gender and to analyze the association between two cardiorespiratory fitness tests (original and with music) and motivation. A total of 341 adolescents (14.2 ± 1.5 years, 52.2% girls) participated in this study. Cardiorespiratory fitness was assessed using the 20 m shuttle run and its adaptation with music. Motivation was assessed though the “Achievement Motivation towards Physical Education” questionnaire. Boys presented with higher cardiorespiratory fitness and motivation (all, p < 0.05). Yet, when classifying fit and unfit groups, a higher percentage of girls were considered fit compared to boys (85.8% vs. 74.5%). A higher level of cardiorespiratory fitness (stages) and VO2max were associated with a higher level of motivation (self-perceived competence and compared competence) and lower anxiety (all p < 0.05). These associations with motivation were stronger when the music was present in the test. In this sense, including music in activities focused on cardiorespiratory fitness could increase the cardiorespiratory fitness performance and motivation, especially in girls. It should be important to increase adolescents’ cardiorespiratory fitness levels in order to increase motivation in physical education lessons and to include more motivational activities in order to achieve higher performance.

scholarly journals Effect of a Game-Based Physical Education Program on Physical Fitness and Mental Health in Elementary School Children

2020 ◽  
Vol 17 (13) ◽  
pp. 4883
Author(s):  
Armando Cocca ◽  
Francisco Espino Verdugo ◽  
Luis Tomás Ródenas Cuenca ◽  
Michaela Cocca
Keyword(s):  
Physical Education ◽  
Exercise Training ◽  
Physical Fitness ◽  
Cardiorespiratory Fitness ◽  
Psychological Health ◽  
Training Methods ◽  
Before And After ◽  
Post Test ◽  
Health Related ◽  
And Control

Promotion of healthy active behaviors should start from early ages, as behaviors learned in youth are more likely to endure. A fundamental body of research in this field focuses on the implementation of programs within physical education (PE), thanks to its favorable characteristics. However, traditional PE based on exercise training and controlling styles seems to have weaker association with students’ health benefits. For this reason, the aim of this study was to assess the effects of a game-based PE program on physical fitness and psychological health in schoolchildren aged 10 to 12 years old. A total of 252 students were distributed in experimental (EG, games-centered activities) and control (CG, traditional exercise training activities) groups. The program lasted 6 months. Health-related physical fitness components, psychological wellbeing, self-esteem, stress, and anxiety were assessed before and after the treatment. Both groups increased physical fitness at post-test; however, cardiorespiratory fitness did not improve. No differences were found between the groups at post-test. Our results show that games may be as effective as traditional training methods; yet, they suggest that PE alone may be insufficient for obtaining substantive benefits in cardiorespiratory fitness, regardless of the type of task presented.

School-based physical education: Physical activity and implementation barriers in Vietnamese elementary schools

2019 ◽  
Vol 26 (2) ◽  
pp. 587-606 ◽  
Author(s):  
Quyen G To ◽  
Lee Wharton ◽  
Danielle Gallegos ◽  
Michalis Stylianou ◽  
Dung V Do ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Financial Incentives ◽  
School Administrators ◽  
Vigorous Physical Activity ◽  
School Type ◽  
Implementation Barriers ◽  
Programme Implementation ◽  
Instruction Time ◽  
Lesson Context

Information about the Vietnamese physical education (PE) programme is limited due to a lack of relevant studies. Using the Health Optimising Physical Education as a conceptual framework, this study examined students’ physical activity (PA) levels in the fifth-grade PE programme in Vietnam and barriers to programme implementation. Eight schools (28 PE classes) were randomly selected for assessing students’ PA levels, lesson context, and PA promotion during PE lessons using the System for Observing Fitness Instruction Time. In-depth interviews were also conducted with school administrators, PE instructors, and classroom teachers using semi-structured guides to examine barriers influencing the implementation of the current PE programme. Results showed students spent 33% of PE time in moderate–vigorous physical activity (MVPA), which is less than the international recommendation of 50%. The amount of MVPA varied by school type, instructor gender and qualification. Programme implementation was negatively affected by the current structure that limits autonomy, a proclivity for a “one size fits all” approach to teaching PE, and limited motivation for PE instructors to improve their teaching. The low perceived value of PE, lack of support and professional development for existing PE instructors, and an over-emphasis on sports training due to available financial incentives were also identified as important barriers that affected programme implementation. Addressing these barriers could help improve the quality of the Vietnamese PE programme.

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