Physical Education: A Cornerstone for Physically Active Lifestyles

This study examined the physical activity participation of students in a large southwestern high school 1–3 years after they had been exposed to a 9th-grade conceptual physical education program. Comparisons were made to students exposed to traditional physical education. Students were assessed using physical activity questions from the 1995 Youth Risk Behavior Survey. Students from the conceptual program met adolescent guidelines for physical activity, especially those who participated in the program in its first year of operation. Females were significantly less likely to report sedentary behaviors if they had been exposed to the conceptual, rather than traditional, high school physical education program.

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Assessment for learning in Physical Education: Its emergent relationships with motor competence development and intrinsic motivation toward physical literacy

Ágora para la Educación Física y el Deporte ◽

10.24197/aefd.2-3.2018.213-234 ◽

2018 ◽

Vol 20 (2-3) ◽

pp. 213-234

Author(s):

Ana Luísa Quitério

Keyword(s):

Physical Education ◽

Intrinsic Motivation ◽

Assessment For Learning ◽

Competence Development ◽

Whole Child ◽

Physical Literacy ◽

Motor Competence ◽

Physically Active ◽

Child Education ◽

Active Lifestyles

By pursuing the well-known idea that assessment for learning is paramount for enhance learning, this paper argues that assessment for learning in physical education (PE) is the best process and strategy to ensure an adequate motor competence development, physical literacy and foster intrinsic motivation in PE. There is the need to consider assessment for learning as a cornerstone for successful motor competence development, PE learning and physical literacy, recognized as an essential basis for the whole-child education. The current paper presents a set of arguments supporting motor competence development and its assessment within PE. Finally, it is briefly provided a background to improve the strategies that facilitate the promotion of PE autonomy-supportive environments in order to enhance motor competence, intrinsic motivation for PE learning, physical literacy, and physically active lifestyles.

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Teacher Challenges with Assessment Practices in Elementary School Physical Education: A Literature Review

Journal of Health, Sports, and Kinesiology - JOHSK ◽

10.47544/johsk.2020.1.1.16 ◽

2020 ◽

Vol 1 (1) ◽

pp. 16-19

Author(s):

Jongho Moon

Keyword(s):

Elementary School ◽

Physical Education ◽

Assessment Practices ◽

National Council ◽

Physically Active ◽

Positive Behaviors ◽

Proper Training ◽

Active Lifestyles ◽

Continued Learning ◽

Meaningful Experiences

Elementary school physical education (PE) has historically been recognized as an essential subject in school curricula (Graber et al., 2008; Kirk, 2005). Meaningful experiences of participating in PE have a significant impact on students’ development of fundamental motor skills, positive behaviors, and fostering physically active lifestyles (Hunter, 2006; Morgan et al., 2013). Assessment in PE is one of these experiences and has become a central concern in PE pedagogy as it is considered necessary for students to be assessed in order to achieve the desired learning outcomes in school contexts (Elwood, 2006). Assessment is deﬁned as “the process of gathering, recording, interpreting, using and reporting information about students’ progress and achievements in developing knowledge, skills and attitudes” (National Council for Curriculum and Assessment, 2007, p. 7). Siedentop and Tannehill (2000) described PE assessment as “a variety of tasks and settings where students are given opportunities to demonstrate their knowledge, skill, understanding and application of content in a context that allows continued learning and growth” (p. 179). This review adds a comprehensive view of PE teachers’ challenges with assessment implementations to the current literature base. In conclusion, researchers have shown that PE teachers face several barriers with regards to implementing assessment practices in PE instruction. These include lack of time, large class sizes, lack of administrative accountability, lack of professional preparation, and belief that assessment is not necessary in PE. Additionally, although the descriptions of assessment practices in PE education have been a feature of education research for a while now, teachers remain incapable of implementing assessment appropriately and are making decisions regarding assessment results without proper training programs (Lund & Veal, 2008).

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Preparing physically educated citizens in physical education. Expectations and practices (Preparar ciudadanos fisicamente bien educados en Educación Física. Expectativas y prácticas)

Retos ◽

10.47197/retos.v0i31.53497 ◽

2016 ◽

pp. 245-251

Author(s):

Marc Cloes

Keyword(s):

Physical Education ◽

Physical Literacy ◽

School Subject ◽

Compulsory School ◽

Physically Active ◽

Authentic Pedagogy ◽

Active Lifestyles ◽

The Subject ◽

New Millennium

Since physical education (PE) became a compulsory school subject, its objectives have often been related to the expectations of society. Since the turn of the new millennium, this has resulted in PE being increasingly linked to the promotion of physically active lifestyles. In this paper, we try to determine whether practitioners have the capacity to reach recent objectives for the subject or should reconsider their work on this issue. Moreover, we propose to extend the current focus on physical literacy to encompass the concept of societal transfer, underlining the need for an authentic pedagogy of PE.Resumen. Dado que la educación física (PE) se convirtió en una asignatura escolar obligatoria, sus objetivos han estado a menudo relacionados con las expectativas de la sociedad. Desde el cambio del nuevo milenio, esto ha dado lugar a que la Educación Física esté cada vez más vinculada a la promoción de estilos de vida físicamente activos. En este trabajo, tratamos de determinar si los profesionales tienen la capacidad de alcanzar los objetivos recientes para el tema o deben reconsiderar su trabajo en este tema. Además, proponemos ampliar el enfoque actual de la alfabetización física para abarcar el concepto de transferencia de la sociedad, subrayando la necesidad de una auténtica pedagogía de la educación física.

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How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18105407 ◽

2021 ◽

Vol 18 (10) ◽

pp. 5407

Author(s):

Vicente Gaspar ◽

Alexander Gil-Arias ◽

Fernando Del Villar ◽

Alba Práxedes ◽

Alberto Moreno

Keyword(s):

Physical Education ◽

Healthy Lifestyle ◽

School Context ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Control Group ◽

Physically Active ◽

Quasi Experimental ◽

Experimental Group ◽

Small Side

The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students’ satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence.

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Promoting Physically Active Lifestyles among Youths

Journal of Physical Education Recreation & Dance ◽

10.1080/07303084.1999.10605948 ◽

1999 ◽

Vol 70 (6) ◽

pp. 26-28 ◽

Cited By ~ 7

Author(s):

Charles B. Corbin ◽

Darren Dale ◽

Robert P. Pangrazi

Keyword(s):

Physically Active ◽

Active Lifestyles

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Effectiveness of Secondary School Conceptual Physical Education: A 20-Year Longitudinal Study

Journal of Physical Activity and Health ◽

10.1123/jpah.2018-0091 ◽

2018 ◽

Vol 15 (12) ◽

pp. 927-932 ◽

Cited By ~ 11

Author(s):

Pamela H. Kulinna ◽

Charles B. Corbin ◽

Hyeonho Yu

Keyword(s):

Physical Activity ◽

High School ◽

Physical Education ◽

Activity Patterns ◽

High School Graduation ◽

National Sample ◽

Moderate Physical Activity ◽

Physically Active ◽

Comparison Groups ◽

School Graduation

Background: Previous research findings from Project Active Teen demonstrated the effectiveness of high school conceptual physical education (CPE) in promoting active lifestyles. Method: This study followed Project Active Teen participants 20 years after graduation from high school and 24 years after taking a CPE class. Physical activity behaviors were assessed using the same procedures as previous Project Active Teen studies. Activity patterns were compared with patterns while in high school and shortly after high school graduation. Activity patterns were also compared with a national sample of age-equivalent adults. Results: Twenty years after high school graduation, former CPE students were less likely to be inactive and more likely to be moderately active than when in high school and were less likely to be inactive and more likely to be moderately active than national sample age-equivalent peers. They were typically not more vigorously physically active than comparison groups. Conclusion: Results support the long-term effectiveness of CPE in reducing inactive behavior and promoting moderate physical activity later in life.

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Physically active lifestyles and well-being

The Science of Well-Being ◽

10.1093/acprof:oso/9780198567523.003.0006 ◽

2005 ◽

pp. 140-169 ◽

Cited By ~ 16

Author(s):

Stuart J.H. Biddle ◽

Panteleimon Ekkekakis

Keyword(s):

Well Being ◽

Physically Active ◽

Active Lifestyles

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Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Active

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16132326 ◽

2019 ◽

Vol 16 (13) ◽

pp. 2326 ◽

Cited By ~ 6

Author(s):

Manzano-Sánchez ◽

Valero-Valenzuela ◽

Conde-Sánchez ◽

Chen

Keyword(s):

Physical Education ◽

Social Responsibility ◽

Personal Responsibility ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Control Group ◽

Physically Active ◽

Personal And Social Responsibility ◽

The Impact ◽

Experimental Group

The objective of the study was to evaluate the impact of a program based on the Teaching Personal and Social Responsibility (TPSR) on the variables of responsibility, basic psychology needs, motivation, satisfaction with life and the intention to be physically active, as well as the differences of gender. The participants were 85 students (experimental group n = 35, 17 girls and control group n = 50, 28 girls). The students of the experimental group received the TPSR for 8 months within the physical education subject. The findings indicated an improvement in the experimental group in terms of personal responsibility and in the case of female students, in basic psychological needs and intrinsic motivation. In conclusion, the TPSR program can be integrated into the physical education curriculum in order to improve the personal responsibility of students and fulfill their motivation and satisfaction of basic psychological needs.

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Children’s Heart Rates during Physical Education Lessons: A Review

Pediatric Exercise Science ◽

10.1123/pes.8.3.215 ◽

1996 ◽

Vol 8 (3) ◽

pp. 215-233 ◽

Cited By ~ 39

Author(s):

Gareth Stratton

Keyword(s):

Physical Activity ◽

Heart Rate ◽

Physical Education ◽

Vigorous Physical Activity ◽

Moderate Physical Activity ◽

Physical Educators ◽

Vigorous Activity ◽

Education Curriculum ◽

Maximum Heart Rate ◽

Physically Active

Physical educators have purported to teach children to be physically active and to promote their fitness. To achieve these goals, children should regularly experience moderate-to-vigorous physical activity (MVPA) during physical education lessons. For the purposes of this review, moderate physical activity is that which elicits a heart rate of 50% of maximum heart rate reserve (MHRR), moderate-to-vigorous activity elicits 60% of MHRR, and vigorous activity elicits 75% of MHRR. Duration criteria were set at 50% of lesson time or 20 min. The majority of lessons described in previous reports failed to achieve these criteria, although problems were noted in method and analyses of data. Lessons with physical activity as a direct goal have been successful in increasing MVPA. A greater focus on physical activity is required in the planning and delivery of physical education lessons if the physical activity and fitness goals of the physical education curriculum are to be met.

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