scholarly journals A Social Cognitive Perspective of Physical Activity Related Behavior in Physical Education

2005 ◽  
Vol 24 (3) ◽  
pp. 265-281 ◽  
Author(s):  
Jeffrey J. Martin ◽  
Pamela H. Kulinna
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Social Cognitive ◽  
Vigorous Physical Activity ◽  
Hierarchical Regression ◽  
Regression Analyses ◽  
Physically Active ◽  
Class Time ◽  
Attitudes Toward Teaching ◽  
Teachers Attitudes

The purpose of the current study was to examine student and teacher physical activity-related behavior using the theory of planned behavior and self-efficacy theory. Although teachers reported an overwhelmingly positive attitude toward teaching physical activity lessons to promote fitness development, they only devoted 4% of their class time to actually demonstrating and promoting fitness. Students were quite sedentary during class spending 61% of class time sitting, standing or lying down. Using hierarchical regression analyses, teachers’ attitudes toward teaching physically active physical education classes accounted for 50% of the variance in teachers’ intention. Teachers who demonstrated/promoted fitness and who limited their general instruction and management of students were more likely to have students involved in moderate to vigorous physical activity than teachers who spent less time demonstrating/promoting fitness and more time in general instruction and management.

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

1996 ◽  
Vol 8 (3) ◽  
pp. 215-233 ◽  
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.

Physical Activity and Environmental Influences during Secondary School Physical Education

2009 ◽  
Vol 28 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Bik C. Chow ◽  
Thomas L. McKenzie ◽  
Lobo Louie
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Vigorous Physical Activity ◽  
Regression Analyses ◽  
Movement Skills ◽  
Instruction Time ◽  
Trained Observers ◽  
The U.S

Physical activity engagement during physical education is important for many reasons, including developing physical fitness and movement skills and promoting health. Much more is known about physical activity in elementary than secondary schools. We examined physical activity and how it was influenced by instructor-related and environmental characteristics during 238 lessons taught by 65 physical education specialists in 30 randomly selected secondary schools in Hong Kong. Trained observers used SOFIT (System for Observing Fitness Instruction Time) in randomly selected grade 7–12 classes over a 6-month period. Results showed students engaged in moderate-to-vigorous physical activity (MVPA) about 35% of lesson time, a level similar to that found in U.S. elementary schools and short of the U.S. Healthy People 2010 objective of 50% engagement time. Multiple regression analyses found that six potentially modifiable variables contributed to 35% of the variability in lesson MVPA percent.

Moderate to Vigorous Physical Activity During Physical Education, Recess, and Class Time Among Elementary School Children in Qatar

2020 ◽  
Vol 39 (1) ◽  
pp. 1-8
Author(s):  
Lena Zimmo ◽  
Fuad Almudahka ◽  
Izzeldin Ibrahim ◽  
Mohamed G. Al-kuwari ◽  
Abdulaziz Farooq
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
School Children ◽  
Elementary School Children ◽  
Vigorous Physical Activity ◽  
Cross Sectional ◽  
Class Time ◽  
School Based ◽  
School Day

Purpose: Schools provide opportunities for children to accumulate recommended daily moderate to vigorous physical activity (MVPA). This study aimed to determine physical activity (PA) across the school day among elementary school children in Qatar. Methods: This cross-sectional study recruited 181 Grade 1 (5.8 ± 0.4 years) and Grade 4 (9.0 ± 0.5 years) children. Participants wore wrist-based accelerometers for 5 days to assess school-based PA. MVPA during physical education, recess, and class time were compared across sex, grade, and body mass index using general linear models. Results: Only 39.0% of this cohort met the recommended 30 min of MVPA during school hours. Fewer girls (23.2%) than boys (58.1%) achieved the school-based PA guidelines (p < .001). The children engaged in 19.0 ± 12.3%, 19.3 ± 8.6%, and 6.2 ± 3.4% of the designated physical education, recess, and class time in MVPA, respectively. Conclusion: Elementary school children in Qatar engage in inadequate MVPA during the school day, especially girls. Enhancing PA opportunities during physical education and recess is crucial.

scholarly journals Predicting Physical Activity in Arab American School Children

2008 ◽  
Vol 27 (2) ◽  
pp. 205-219 ◽  
Author(s):  
Jeffrey J. Martin ◽  
Nate McCaughtry ◽  
Bo Shen
Keyword(s):  
Physical Activity ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Vigorous Physical Activity ◽  
Arab American ◽  
Regression Analyses ◽  
Critical Variable ◽  
American Children ◽  
Children’S Physical Activity ◽  
Valuable Role

Theoretically grounded research on the determinants of Arab American children’s physical activity is virtually nonexistent. Thus, the purpose of our investigation was to evaluate the ability of the theory of planned behavior (TPB) and social cognitive theory (SCT) to predict Arab American children’s moderate-to-vigorous physical activity (MVPA). Children (N = 348, ages 10–14) completed questionnaires assessing the TPB and SCT constructs as well as MVPA. Using multiple regression analyses we were able to account for 9% of the variance in MVPA. Based on standardized beta-weights, variance accounted for, and the significance of F change, we concluded that SCT variables were better predictors of MVPA compared with the TPB constructs. In particular, barrier self-efficacy was the most critical variable within SCT and supports the potentially valuable role that efficacy cognitions play in promoting MVPA in Arab American children.

scholarly journals Determinants of Teachers’ Intentions to Teach Physically Active Physical Education Classes

2001 ◽  
Vol 20 (2) ◽  
pp. 129-143 ◽  
Author(s):  
Jeffrey J. Martin ◽  
Pamela Hodges Kulinna ◽  
Robert C. Eklund ◽  
Brett Reed
Keyword(s):  
Physical Education ◽  
Planned Behavior ◽  
Self Efficacy ◽  
Reasoned Action ◽  
Behavioral Control ◽  
Vigorous Physical Activity ◽  
Subjective Norm ◽  
Hierarchical Regression ◽  
Perceived Behavioral Control ◽  
Physically Active

The purpose of the present investigation was to examine determinants of teachers’ intentions to teach physically active physical education classes (i.e., spend at least 50% of class time with the students engaged in moderate to vigorous physical activity). Based on the theories of reasoned action, planned behavior, and self-efficacy, a model was examined hypothesizing that teachers’ intentions were determined by subjective norm, attitude, perceived behavioral control, and self-efficacy. Using hierarchical regression analyses, the theories of reasoned action and planned behavior were supported by accounting for 65% of the variance in intention due to the main effects of attitude and subjective norm, as well as their interaction effects. The role of perceived behavioral control and self-efficacy theory were not supported.

Accelerometer-determined physical activity of children during segmented school days: The Shanghai perspective

2018 ◽  
Vol 25 (3) ◽  
pp. 816-829 ◽  
Author(s):  
Lijuan Wang
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Exercise ◽  
Grade Level ◽  
Leisure Time ◽  
Vigorous Physical Activity ◽  
Physically Active ◽  
Lunch Break ◽  
Grade Level Differences ◽  
Objectively Measured

The two types of school days that are followed in China are physical education and physical exercise days. This study objectively measured the moderate-to-vigorous physical activity (MVPA) of children during the recess, lunch break, leisure time, physical education and physical exercise segments of the physical education and physical exercise days. Moreover, this research compared the gender and grade-level differences in MVPA during each segment. A total of 316 children aged 6–13 years (M = 9.28, SD = 1.87) in Grades One to Five from three elementary schools participated in this study. Accelerometers were utilised to measure the MVPA of children. The participants accumulated the most MVPA time during physical education classes, whereas the least MVPA time was recorded during lunch break. The boys were significantly more physically active than girls during recess ( F (1, 316) = 4.449, p = 0.037, η2 = 0.030), lunch break ( F (1, 316) = 4.525, p = 0.035, η2 = 0.030) and leisure time ( F (1, 316) = 4.795, p = 0.030, η2 = 0.032) on physical education days, and during recess ( F (1, 316) = 5.968, p = 0.017, η2 = 0.079) and leisure time ( F (1, 316) = 5.246, p = 0.025, η2 = 0.070) on physical exercise days. Significant grade-level differences in the MVPA time were observed during recess ( F (2, 316) = 20.209, p < 0.001, η2 = 0.219) on physical education days and during physical exercise classes ( F (2, 316) = 3.662, p = 0.031, η2 = 0.095) and recess ( F (2, 316) = 4.326, p = 0.017, η2 = 0.110) on physical exercise days. Children in Grades Two and Three engaged in the most MVPA time during the majority of segments. In conclusion, physical activity interventions during less structured or unstructured segments are recommended. Special attention should likewise be provided to girls and children in Grades One, Four and Five to increase their MVPA.

Physical education and health enhancing physical activity – a European perspective

2021 ◽  
Vol 43 (1) ◽  
pp. 36-51
Author(s):  
Petr Vlček ◽  
Richard Bailey ◽  
Jana Vašíčková ◽  
Claude Scheuer
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Physically Active ◽  
Education And Health ◽  
School Based ◽  
Curriculum Framework ◽  
Prerequisite Knowledge ◽  
Health Enhancing Physical Activity ◽  
Recommended Guidelines

This article reviews recent literature on the contribution of curriculum physical education to health-enhancing physical activity within the context of European countries. Recommended goals for student physical activity are discussed within a curriculum framework based on five ‘forms’ (concept, designed, implemented, results and effects). The study used a 'rapid reviewing' method, in which sources were identified and analysed using systematic reviewing techniques, but subsequent stages were adapted to facilitate flexible and practical interpretation. Results show that physical education lessons tend not to reach a putative 50% threshold of moderate-to-vigorous intensity. Given that the average time allocated for physical education in Europe is 100 minutes per week, strategies are needed to increase the intensity and duration of physical activity in lessons if they are to make a more meaningful ‘direct’ contribution to the European and WHO daily target of sixty minutes of moderate to vigorous physical activity. The authors therefore consider the plausibility of introducing an 'Active Schools' concept, in which physical education lessons designed to equip students with the prerequisite knowledge, skills, attitudes, and values supportive of a physically active lifestyle are augmented by other school-based contexts which provide the opportunity to actually meet the recommended guidelines for physical activity participation.

Caracterização dos comportamentos de ensino, contexto de aula e atividade física em dois programas distintos de educação física (Caracterización de los comportamientos docentes, el contexto del aula y la actividad física en dos programas de educación físi

Retos ◽  
2020 ◽  
pp. 379-384
Author(s):  
Francisca Gois ◽  
Ricardo Catunda ◽  
Elvio Rubio Gouveia ◽  
João Martins ◽  
Emilia Devantel Hercules ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Student Behavior ◽  
Vigorous Physical Activity ◽  
The Other ◽  
Class Time ◽  
Instruction Time ◽  
Class Context ◽  
Reduced Physical Activity ◽  
Sedentary Activities

Resumo. O objetivo do estudo foi caracterizar as aulas de educação física (EF) em duas escolas secundárias com metodologias de trabalho distintas. Foram avaliadas 37 aulas de EF através do System for Observing Instruction Time e calculadas as proporções médias do tempo de aula de cada comportamento do professor, do aluno, das situações do contexto da aula e o nível de atividade física (AF) proporcionado. As comparações entre escolas foram efetuadas por meio do teste T-Student. Nas duas escolas os alunos passaram muito tempo em atividades sedentárias e uma menor proporção de tempo em atividade física moderada a vigorosa, 40,1% e 38,8% para a escola A e B, respectivamente. O contexto predominante na escola A foi de atividades para aptidão física (37.2%), apresentando diferenças significativas (p<.05) em relação à escola B (2%). Na escola B predominaram os jogos estruturados (62.5%). Os professores da escola A dedicaram mais tempo às instruções gerais (41.1%), enquanto os professores da escola B ficaram mais tempo em observação (42.2%). As metodologias distintas desenvolvidas pelas escolas proporcionaram aulas de EF com reduzidas proporções de AF em níveis adequados para obtenção de benefícios à saúde.Resumen. El objetivo del estudio fue caracterizar las clases de educación física (PE) en dos escuelas secundarias con diferentes metodologías de trabajo. Se evaluaron 37 clases de educación física a través de System for Observing Instruction Time y se calcularon las proporciones promedio de tiempo de clase para cada maestro, el comportamiento del alumno, las situaciones del contexto del aula y el nivel de actividad física proporcionada. Las comparaciones entre escuelas se realizaron mediante la prueba T-Student. En ambas escuelas, los estudiantes pasaron mucho tiempo en actividades sedentarias y una menor proporción de tiempo en actividad física moderada a vigorosa, 40.1% y 38.8% para la escuela A y B, respectivamente. El contexto predominante en la escuela A fue la actividad física (37.2%), con diferencias significativas (p <.05) en relación con la escuela B (2%). En la escuela B, predominaban los juegos estructurados (62.5%). Los maestros de la escuela A dedicaron más tiempo a la instrucción general (41.1%), mientras que los maestros de la escuela B dedicaron más tiempo a la observación (42.2%). Las diferentes metodologías desarrolladas por las escuelas proporcionaron clases de educación física con proporciones reducidas de actividades físicas en niveles adecuados para obtener beneficios para la salud.Abstract. This study aimed at characterizing physical education (PE) classes in two secondary schools with different working methods. One school (A) was more sport oriented, and the other implement traditional PE classes. Thirty-seven PE classes were assessed through the System for Observing Instruction Time and the average proportions of class time for each teacher and student behavior, class context, and levels of physical activity provided were calculated. Comparisons between schools were made using the Student T-test. In both schools students spent much time in sedentary activities and a smaller proportion of time in moderate to vigorous physical activity, 40.1% and 38.8% for school A and B, respectively. In school A, teachers devoted more time to physical fitness activities (37.2%), presenting significant differences (p <.05) compared to school B (2%). In school B, structured games were predominant (62.5%). School A teachers spent more time on general instructions (41.1%), while in school B teachers spent more time on observations (42.2%). The different methodologies developed by the two schools provided PE classes with reduced physical activity proportions at adequate levels for obtaining health benefits.

scholarly journals Educación Física en Chile: tiempo de dedicación y su influencia en la condición física, composición corporal y nivel de actividad física en escolares (Physical Education in Chile: time spent and its influence on physical condition, body composition, and l

Retos ◽  
2020 ◽  
pp. 24-29
Author(s):  
Frano Giakoni ◽  
Pablo Paredes Bettancourt ◽  
Daniel Duclos-Bastías
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Health Status ◽  
Physical Education ◽  
Physical Fitness ◽  
Physical Condition ◽  
Vigorous Physical Activity ◽  
Light Physical Activity ◽  
Physically Active ◽  
Las Mujeres

Resumen. Las clases de Educación Física constituyen un espacio de aprendizaje motriz y una instancia idónea para mantener y mejorar el estado de la salud física de los estudiantes escolares. Objetivo: Determinar la influencia que tiene el volumen de clases: dos o cuatro horas de Educación Física semanal, sobre la composición corporal, la condición física y nivel de actividad física en escolares chilenos. Método: Se evaluaron 244 estudiantes escolares de 13.11 ± .84 años de edad. Se midieron variables antropométricas, condición física y nivel de actividad física durante la clase de Educación Física. Resultados: Se encontraron diferencias estadísticamente significativas para composición corporal (peso p = .0367), condición física (VO2máx p<.0001, dinamometría p = .0165) y nivel de actividad física (p<.0001). Según sexo se determinan diferencias significativas entre hombres y mujeres para las variables de condición física (VO2máx p<.0001, salto horizontal p<.0001 y dinamometría p<.0002) y tiempo en actividad física sedentaria (p = .0403) y ligera (p<.0001). Conclusión: El peso, VO2máx y el nivel de actividad física moderado y moderada - vigorosa, se ven modificados positivamente al realizar cuatro horas. Además, se concluye que los hombres son más activos físicamente que las mujeres y presentan mejor condición física. Los hombres y mujeres que presentan mayores valores de IMC y IMCZ-score, poseen una condición física inferior. Abstract. Physical education classes are an ideal instance to maintain and improve students’ health status. However, it is necessary to know the differences in the number of hours scheduled. Objective: To determine the influence that the allocation of two or four hours of Physical Education per week has on body composition, physical condition, and level of physical activity in schoolchildren. Method: a total of 244 students of 13.11 ± .84 years of age were evaluated. Anthropometric variables, physical condition, and level of physical activity were measured during Physical Education classes. Results: Significant differences were found for body composition (weight p = .0367), physical condition (VO2máx p<.0001, dynamometry p = .0165) and level of physical activity (p<.0001). Based on gender, significant differences between boys and girls were detected in the physical fitness variables (VO2max p<.0001, horizontal jump p<.0001, and dynamometry p<.0002) and in time in sedentary (p = .0403) and light physical activity (p<.0001). Conclusion: Weight, VO2max, and levels of moderate and moderate-to-vigorous physical activity are positively modified when performing four hours. In addition, it is concluded that boys are more physically active than girls and have a better physical condition. Boys and girls with higher BMI and BMIZ-score values have lower physical condition.

Physical Activity Levels in Middle and High School Physical Education: A Review

2005 ◽  
Vol 17 (3) ◽  
pp. 217-236 ◽  
Author(s):  
Stuart Fairclough ◽  
Gareth Stratton
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Intervention Strategies ◽  
Activity Levels ◽  
Class Time ◽  
School Based ◽  
High School Physical Education ◽  
Movement Activities

Forty studies reporting physical activity during middle and high school physical education (PE) classes were reviewed. Students engaged in moderate-to-vigorous physical activity (MVPA) for 27% to 47% of class time. Intervention strategies were successful in increasing MVPA. During nonintervention classes the highest levels of MVPA occurred in invasion games and fitness activities. Movement activities stimulated the lowest levels. Boys and girls spent 40% of class time in MVPA. Differences in MVPA during PE were also methodology dependent. PE classes can complement other school-based opportunities to contribute to young people’s daily physical activity.

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