scholarly journals Gender and Interest-Based Motivation in Learning Dance

2003 ◽  
Vol 22 (4) ◽  
pp. 396-409 ◽  
Author(s):  
Bo Shen ◽  
Ang Chen ◽  
Hope Tolley ◽  
Kristin A. Scrabis
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Learning Outcome ◽  
Situational Interest ◽  
Personal Interest ◽  
Physical Activity Intensity ◽  
Physically Active ◽  
Student Sample ◽  
Activity Intensity ◽  
Quality Learning

Guided by the interest-based motivation theory, this study examined the extent to which personal interest and situational interest accounted for boys’ and girls’ learning outcome in a middle school physical education dance unit. Personal and situational interests, physical activity intensity, and skill/knowledge outcome were measured in a random student sample (N = 57). Girls demonstrated higher personal interest in dance than the boys, but both groups were equally motivated with situational interest. Although the girls were not as physically active as boys, their skill/knowledge outcome measures were higher than those of the boys. It appears that gender may have little impact on the motivational effect of situational interest and that girls’ in-class learning might have higher quality than that of boys as a result of higher personal interest. The findings indicate that situational interest may motivate all students, but it is necessary to enhance personal interest in order for them to engage in quality learning.

Influence of Movement Intensity and Physical Activity on Adiposity in Youth

2011 ◽  
Vol 8 (2) ◽  
pp. 164-173 ◽  
Author(s):  
Amy E. Mark ◽  
Ian Janssen
Keyword(s):  
Physical Activity ◽  
Activity Level ◽  
Physical Activity Intensity ◽  
Physically Active ◽  
Activity Intensity ◽  
Intensity Physical Activity ◽  
Vigorous Intensity ◽  
Total Fat ◽  
Total Body ◽  
Percentile Scores

Background:Despite the plethora of research examining the physical activity-adiposity relation in youth, questions remain regarding the ideal intensity. Therefore, the purpose of this study was to explore the independent effects of physical activity intensity and incidental movement on total and trunk adiposity.Methods:The sample consisted of 1165 youth aged 8 to 17 years from the 2003−04 U.S. National Health and Nutrition Examination Survey. Physical activity (low, moderate, vigorous intensity) and incidental movement (activity level when not physically active) were measured using Actigraph accelerometers over 7 days. Total body and trunk fat were measured using dual-energy X-ray absorptiometry; age- and sex-specific percentile scores were calculated.Results:Bivariate analyses revealed an inverse relation between total, low, moderate and vigorous intensity physical activity with total body and trunk fat. After consideration of the total volume of physical activity in the multivariate analyses, moderate-to-vigorous intensity physical activity remained significantly related to total and trunk fat. Participants with the highest (top 12.5%) moderate-to-vigorous intensity activity values had total fat percentile scores that were 34 points lower than participants with the lowest (bottom 25%) values.Conclusion:These results are consistent with public health guidelines which recommend that children and youth participate in moderate-to-vigorous intensity physical activity.

scholarly journals Physical Activity Levels in Physical Education Lessons at Singapore Primary School

2021 ◽  
Vol 1 (2) ◽  
pp. 118-123
Author(s):  
Nur Syahida Binte Jamaluddin ◽  
Masato Kawabata
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Vigorous Physical Activity ◽  
Activity Levels ◽  
Dominant Hand ◽  
Physical Activity Intensity ◽  
Activity Intensity ◽  
Physical Activity Levels

Physical education (PE) lessons are the appropriate occasions to promote physical activity for children. Although the moderate-to-vigorous physical activity (MVPA) levels during PE lessons were investigated in several countries, MVPA levels during PE lessons were never reported at Singapore primary schools. Therefore, the present study aimed to investigate physical activity intensity levels during PE lessons at a Singapore primary school. A total of 93 students (40 girls) voluntary participated in the study: 28 in Grade 1, 39 in Grade 4, and 26 in Grade 6. They were asked to wear an accelerometer on their non-dominant hand in two PE lessons to measure physical activity levels objectively. They also completed questionnaires on their experiences during the PE lessons. The average of the MVPA levels time (%) in the scheduled lesson time across the three grades was 46.98 ± 5.25%, but the average of the MVPA levels time (%) in the actual lesson time was 69.74 ± 7.31%. These results indicated that it would be possible to achieve the recommended MVPA time in PE lessons. The findings of this study would be useful for PE teachers to reflect whether their PE lessons are efficient to promote primary school student’s physical activity levels.

scholarly journals Moderate-to-vigorous physical activity during recess and physical education among mexican elementary school students (Actividad física moderada a vigorosa durante el recreo y clase de educación física en niños mexicanos de escuela primaria)

Retos ◽  
2016 ◽  
pp. 137-139
Author(s):  
Javier Arturo Hall-López ◽  
Paulina Yesica Ochoa-Martínez ◽  
Rodrigo Zuñiga Burruel ◽  
Edgar Ismael Alarcón Meza ◽  
Raúl Alexis Macías Castro ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
World Health ◽  
P Value ◽  
Physical Activity Intensity ◽  
School Students ◽  
Cross Sectional ◽  
Activity Intensity ◽  
Health Organization

Objective: To compare the moderate-to-vigorous physical activity of physical education classes taught by teachers and their students during recess. Method: In order to determine the physical activity intensity the system for observing fitness instruction time (SOFIT) was used, a descriptive cross-sectional comparative methodological design was used, 63 physical education classes were evaluated selecting randomly four students from each class (2 men and 2 women), the same procedure was followed to evaluate the same 4 students during the 30 minutes of recess. Results: The equality of variance was calculated using the Student t test for independent samples resulting a P-value=.001 α≤ less than 0.05, with a percentage time of moderate-to-vigorous physical activity in physical education classes taught by teachers of 41%±17.7 and performed by students during recess of 50%±10.3, the percentage of difference (Δ%) was of 18% between the variables. Conclusion: The intensity of physical activity during recess was higher without teacher instruction in relation to physical education classes evaluated, due is important a feedback for the teachers in strategies for involving the students in moderate to vigorous physical activity as established by the World Health Organization. Resumen. Objetivo: Comparar la actividad física moderada a vigorosa de clases de educación física impartidas por profesores y la intensidad de la actividad física de sus estudiantes durante el recreo. Método: Se utilizó como instrumento de evaluación el sistema para observar el tiempo de instrucción de actividad física (SOFIT), el diseño metodológico fue transversal descriptivo comparativo, evaluando 63 clases de educación física seleccionado al azar cuatro estudiantes de cada clase (2 hombres y 2 mujeres), el mismo procedimiento se siguió, evaluando a los mismos 4 estudiantes durante los 30 minutos del recreo. Resultados: La igualdad de la varianza se calculó mediante la prueba t Student para muestras independientes resultando una P-Valor=.001 menor a α≤ 0.05, el porcentaje de tiempo de actividad física moderada a vigorosa en las clases de educación física impartidas por profesores fue de 41%±17.7 y la realizada por los estudiantes durante el recreo resulto en 50%±10.3 y un porcentaje de diferencia (Δ%) de 18%. Conclusión: La intensidad de actividad física durante el recreo fue mayor sin instrucción docente en relación a las clases de educación física evaluadas, por lo anterior es importante retroalimentar de manera constructiva la manera de impartir la clase de los profesores mediante capacitación con estrategias didácticas para involucrar al alumno en actividad física moderada a vigorosa como lo establece la Organización Mundial de la Salud.

scholarly journals Efecto de un programa de educación física con intensidad moderada vigorosa sobre el desarrollo motor en niños de preescolar (Effect of a physical education program with moderate-to-vigorous intensity on motor development in preschool children)

Retos ◽  
2020 ◽  
pp. 363-368
Author(s):  
Daniel Alejandro Piña Díaz ◽  
Paulina Yesica Ochoa-Martínez ◽  
Javier Arturo Hall-López ◽  
Zeltier Edier Reyes Castro ◽  
Edgar Ismael Alarcón Meza ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Motor Development ◽  
Education Program ◽  
Vigorous Physical Activity ◽  
Positive Influence ◽  
Fine Motor ◽  
Physical Activity Intensity ◽  
Activity Intensity ◽  
Vigorous Intensity

Objetivo: Efecto de un programa de educación física con intensidad moderada vigorosa sobre el desarrollo motor en niños de preescolar. Método: Participaron 20 alumnos de tercer grado de preescolar, 13 mujeres y 7 hombres, con una edad de 5.05±0.2 años, en un programa de educación física con intensidad moderada a vigorosa adaptado al modelo pedagógico CATCH (avance coordinado para la salud de los niños por sus siglas en inglés), las sesiones se llevaron a cabo 3 veces por semana, durante 12 semanas. La intensidad de la actividad física se determinó mediante el sistema para observar el tiempo de instrucción en la actividad física (SOFIT), antes y después del programa el desarrollo motor fue evaluado mediante el inventario de desarrollo Battelle valorando las variables de coordinación corporal, locomoción, motricidad fina y habilidad perceptiva, que determinan la puntuación de motricidad gruesa y fina. Resultados: La intensidad promedio de la actividad física moderada a vigorosa fue 65% del tiempo total de la clase de educación física, el análisis estadístico mediante el test t-Student para muestras relacionadas, reportó diferencias significativas en la puntuación de motricidad gruesa (p=0.00) y motricidad fina (p=0.00), antes y después de la intervención, el porcentaje de cambio resultó 25.5 Δ% y 11.3 Δ% respectivamente. Conclusión: a pesar que el programa CATCH reporta modestos resultados en variables asociadas a la obesidad en preescolares, su aplicación durante tres meses mostro una influencia positiva para la mejora del desarrollo motor en niños de edad preescolar. Abstract. Objective: To evaluate the effect of a physical education program with moderate-to-vigorous intensity on motor development in kindergarten students. Method: a total of 20 preschool students with average age of 5.05 ± 0.2 years old were involved (13 girls and 7 boys); they carried out a program of physical education at moderate-to-vigorous intensity, based on the pedagogical model of CATCH (Coordinated Approach to Child Health). The program was performed during 3 months, with 3 sessions per week. Intensity of physical activity was determined by the system for observing fitness instruction time (SOFIT), Motor development was determined using the education Battelle developmental inventory, assessing the variables of body coordination, locomotion, fine motor and perceptual ability, which determine the gross and fine motor score. Results: The average engagement time at moderate-to-vigorous physical activity intensity was 65% of the total time of the physical education class. The Student's t-test for related samples was run for the analysis. It reported significant differences in both gross (p=0.00) and fine motor scores (p=0.00), before and after intervention; the percentage of change was 25.5 Δ% and 11.3 Δ%, respectively. Conclusion: Although the CATCH program reports modest results in variables associated with obesity in preschoolers, its application for three months showed positive influence for the improvement of motor development in preschoolers.

scholarly journals The Influence of Physical Education Lesson Context and Teacher Behaviour on Student Physical Activity in Mexico (La influencia del contexto de la clase de Educación física y de los comportamientos docentes en la actividad física de los alumnos en México)

Retos ◽  
2015 ◽  
pp. 160-164
Author(s):  
Hoda Gharib ◽  
Karla Galavíz ◽  
Rebecca E. Lee ◽  
Margarita Safdie ◽  
Lizbeth Tolentino ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Free Play ◽  
Activity Levels ◽  
Physical Activity Intensity ◽  
Game Play ◽  
Teacher Behaviour ◽  
Activity Intensity ◽  
Lesson Context

Abstract. Objective: To explore the influence of physical education (PE) lesson context and teacher behaviour on moderate-to-vigorous physical activity (MVPA) in Mexican children during PE class. Methods: Trained observers rated the physical activity intensity (lying down, sitting, standing, walking, vigorous movement) of 232 students from grades 3 to 5, PE lesson context (management, general knowledge, fitness knowledge, fitness, skill practice, game play, free play), and teacher behaviour (promoting fitness, demonstrating, instructing, observing, managing, other task) during PE class in 20 public elementary schools in Mexico City using the System for Observing Fitness Instruction Time (SOFIT). Regressions with backward elimination were conducted. Results: Class duration was on average 33.6 minutes (SD=7.9). Boys (M=14.8 min, SD=6.8) spent more time in MVPA than girls (M=12.6 min, SD=6.1; p<.01). For boys, a model including game play (b= 1.04, p<.001), skill practice (b=.54, p<.01), and fitness (b =.53, p<.05) explained 45% of the variance in MVPA (p<.05). For girls, a model including fitness (b= .49, p<.05), fitness knowledge (b= .19, p<.05), and other task (b=.35, p<.05) explained 38% of the variance in MVPA (p<.05). Conclusion: Strategies and policies aimed at improving child physical activity levels during PE class should endorse the effective instruction and execution of fitness, game play, skill practice and PE lesson contexts.Resumen. Objetivo: Explorar la influencia del contexto de las clases de educación física (EF) y el comportamiento del maestro en la actividad física moderada-vigorosa (AFMV) en niños mexicanos. Métodos: Usando el método Sistema de Observación del Tiempo de Instrucción de la condición Física (SOFIT). Observadores entrenados midieron la intensidad de la actividad física (acostado, sentado, de pie, caminando, movimiento vigoroso) de 232 estudiantes de 3ro a 5to grado, el contexto de la clase, (gestión, conocimiento general, conocimiento de la condición física, condición física, práctica de habilidades, juego, juego libre), y el comportamiento del maestro (promoción de la condición física, demostración, instrucción, observación, gestión, otra tarea) durante la clase de EF en 20 escuelas públicas de educación primaria de la ciudad de México mediante el SOFIT. Se llevaron a cabo regresiones múltiples. Resultados: La duración promedio de las clases observadas fue de 33,6 minutos (DE = 7,9). Los niños (M = 14,8 min, DE = 6,8) pasaron más tiempo en AFMV que las niñas (M = 12,6 min, DE = 6,1; p <0,01). En niños, el tiempo de clase dedicado al juego (β= 1.04, p <.001), la práctica de habilidades (β = .54, p <.01) y la condición física (β = .53, p <.05) explico el 45% de la varianza en AFMV (p <.05). En niñas, el tiempo de clase dedicado a la condición física (β= .49, p <.05), al conocimiento sobre la condición física (β= .19, p <.05), y otras tarea (β= .35, p <.05) explico  el 38% de la varianza en AFMV (p <.05).Para los niños, un modelo incluyendo el juego (b = 1,04, p <0,001), el desarrollo de habilidades prácticas (b = 0,54, p <0,01), y la condición física (b = 0,53, p <0,05) explicaron el 45% de la varianza en AFMV (p <0,05). Para las niñas, un modelo incluyendo la condición física (b = 0,49, p <0,05), el conocimiento de la condición física (b = 0,19, p <0,05), y otras tarea (b = 0,35, p <0,05) explican el 38% de la varianza en AFMV (p <0,05). Conclusión: Las estrategias y políticas encaminadas a la mejora de los niveles de actividad física de los niños durante la clase de EF deben suscribir la enseñanza efectiva y la promoción de la condición física, el juego, y el desarrollo de las habilidades prácticas.

Self-reported Physical Activity Intensity and Sleep Apnea Risk

2014 ◽  
Vol 46 ◽  
pp. 374
Author(s):  
Christopher E. Kline ◽  
Matthew P. Buman ◽  
Shawn D. Youngstedt ◽  
Barbara Phillips ◽  
Marco Tulio de Mello ◽  
...  
Keyword(s):  
Physical Activity ◽  
Sleep Apnea ◽  
Physical Activity Intensity ◽  
Activity Intensity
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