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.

Children’s Physical Activity and Environmental Influences during Elementary School Physical Education

2008 ◽  
Vol 27 (1) ◽  
pp. 38-50 ◽  
Author(s):  
Bik C. Chow ◽  
Thomas L. McKenzie ◽  
Lobo Louie
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Subject Matter ◽  
Mode Of Delivery ◽  
Teacher Behavior ◽  
Regression Analyses ◽  
Movement Skills ◽  
Trained Observers ◽  
Children’S Physical Activity ◽  
The U.S

Physical activity (PA) during physical education is important for health purposes and for developing physical fitness and movement skills. To examine PA levels and how PA was influenced by environmental and instructor-related characteristics, we assessed children’s activity during 368 lessons taught by 105 physical education specialists in 42 randomly selected schools in Hong Kong. Trained observers used SOFIT in randomly selected classes, grades 4–6, during three climatic seasons. Results indicated children’s PA levels met the U.S. Healthy People 2010 objective of 50% engagement time and were higher than comparable U.S. populations. Multiple regression analyses revealed that temperature, teacher behavior, and two lesson characteristics (subject matter and mode of delivery) were significantly associated with the PA levels. Most of these factors are modifiable, and changes could improve the quantity and intensity of children’s PA.

Physical activity levels during adventure-physical education lessons

2012 ◽  
Vol 18 (2) ◽  
pp. 245-257 ◽  
Author(s):  
Jeffrey Gehris ◽  
Elizabeth Myers ◽  
Robert Whitaker
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Physical Development ◽  
Activity Levels ◽  
Instruction Time ◽  
Physical Activity Levels ◽  
The Mean

Adventure-physical education has been proposed to promote adolescents’ physical development, but little is known about physical activity levels during such lessons. Using the System for Observing Fitness Instruction Time, we observed students’ (ages 11–14 years) physical activity levels in co-educational classes during 43 adventure-physical education lessons at seven public schools. The mean percentage (±SD) of time spent in moderate-to-vigorous physical activity (MVPA) was 28.3% (±16.3%). The greatest percentage of lesson time was spent in two activities—high elements (24.1% ± 36.5%) and initiatives (22.3% ± 32.4%). When data were aggregated across all lessons, 40.0% of the time in high elements and 13.7% of the time in initiatives was spent in MVPA. Of all MVPA time, 31.5% occurred in high elements and another 12.6% in initiatives. Compared with traditional physical education lessons, less time is spent in MVPA during adventure lessons. Efforts to increase MVPA should target high elements and initiative activities.

Identifying and Quantifying the Unintended Variability in Common Systematic Observation Instruments to Measure Youth Physical Activity

2018 ◽  
Vol 15 (9) ◽  
pp. 651-660 ◽  
Author(s):  
Robert G. Weaver ◽  
Aaron Beighle ◽  
Heather Erwin ◽  
Michelle Whitfield ◽  
Michael W. Beets ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Absolute Difference ◽  
Systematic Observation ◽  
Instruction Time ◽  
Observation Instruments ◽  
Multistep Process ◽  
Group 2 ◽  
Child Observation

Background: Direct observation protocols may introduce variability in physical activity estimates. Methods: Thirty-five physical education lessons were video recorded and coded using the System for Observing Fitness Instruction Time (SOFIT). A multistep process examined variability in moderate to vigorous physical activity (MVPA%; walking + vigorous/total scans). Initially, per-SOFIT protocol MVPA% (MVPA%SOFIT) estimates were produced for each lesson. Second, true MVPA% (mean MVPA% of all students using all observations, MVPA%true) estimates were calculated. Third, MVPA% (MVPA%perm) was calculated based on all permutations of students and observation order. Fourth, physical education lessons were divided into 2 groups with 5 lessons from each group randomly selected 10,000 times. Group MVPA%perm differences between the 10 selected lessons were compared with the MVPA%true difference between group 1 and group 2. Results: Across all lessons, 10,212,600 permutations were possible (average 291,789 combinations per lesson; range = 73,440–570,024). Across lessons, the average absolute difference between MVPA%true and MVPA%SOFIT estimates was ±4.8% (range = 0.1%–17.5%). Permutations, based on students selected and observation order, indicated that the mean range of MVPA%perm estimates was 41.6% within a lesson (range = 29.8%–55.9%). Differences in MVPA% estimates between the randomly selected groups of lessons varied by 32.0%. Conclusion: MVPA% estimates from focal child observation should be interpreted with caution.

RESEARCH NOTE: Physical Activity Levels in Elementary-School Physical Education: A Comparison of Swimming and Nonswimming Classes

2004 ◽  
Vol 23 (3) ◽  
pp. 252-263 ◽  
Author(s):  
Greet Cardon ◽  
Stefanie Verstraete ◽  
Dirk De Clercq ◽  
Ilse De Bourdeaudhuij
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Activity Levels ◽  
Physical Education Class ◽  
Instruction Time ◽  
Elementary Physical Education ◽  
Education Class ◽  
Physical Activity Levels ◽  
Preliminary Study

The main goal of the current study was to compare physical activity levels during swimming and nonswimming elementary physical education classes. We conducted a preliminary study and found that the System for Observing Fitness Instruction Time (SOFIT) could be used to register physical activity engagement levels in swimming classes. Thirty-nine classes, involving 8- to 12-year olds, participated in one swimming and one nonswimming physical education class. Classes were videotaped and physical activity levels for 234 students were quantified using SOFIT. Students engaged in more moderate-to-vigorous physical activity during swimming classes than during nonswimming classes. As a consequence, we advocate the inclusion of swimming lessons in physical education. Because the average engagement in moderate-to-vigorous physical activity was lower than the recommended 50% in 41% of swimming classes and in 77% of the nonswimming classes, however, comprehensive efforts are needed to increase physical activity levels during both types of elementary physical education classes.

scholarly journals Playing traditional games vs. free-play during physical education lesson to improve physical activity: a comparison study

2021 ◽  
Vol 25 (3) ◽  
pp. 178-187
Author(s):  
'Arif B. Azlan ◽  
Nadzirah Ismail ◽  
Nor Farah Mohamad Fauzi ◽  
Ruzita Abd. Talib
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Vigorous Physical Activity ◽  
Total Activity ◽  
Free Play ◽  
School Students ◽  
Activity Count ◽  
The Mean

Background and Study Aim. Non-sport activities like traditional games can be a practical way to promote physical activity (PA) during physical education (PE) lessons, especially among those who are less inclined towards sports. The purpose of this study is to compare the PA variables and acceptance between playing traditional games and free-play during physical education lessons among secondary school students. Material and Methods. Fifty-six (n = 56) subjects participated in this study wore accelerometers for a total of 40 minutes during each PE lesson to record PA. In the first week, a 40-min free-play PE lesson was done while in the second week, a 40-min PE lesson incorporated with traditional games (TG-PE lesson) was done. After following both lessons, subjects filled up a questionnaire on acceptance of TG-PE and free-play PE lessons. Results. The mean total activity count (p < 0.05) and time spent in moderate-to-vigorous physical activity (MVPA) (p < 0.05) were 20% and 19% greater respectively during TG-PE lesson compared to free-play PE lesson. The mean acceptance scores showed students preferred playing TG (19.29 ± 4.21; p < 0.00) over free-play PE lesson (17.59 ± 3.13). Conclusions. In conclusion, incorporating fun and meaningful activities such as TG during PE lessons can serve as an alternative strategy to promote PA during school hours. Further studies are warranted to determine other types of TG that may promote PA among secondary school students.

scholarly journals Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

2020 ◽  
Author(s):  
Ruzhuan Chen ◽  
Lijuan Wang ◽  
Bingnan Wang ◽  
Yulan Zhou
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Autonomy Support ◽  
Structural Equation ◽  
Vigorous Physical Activity ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
School Students

Abstract Background: On the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods: Participants consisted of 1,186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship.Results: SEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons.Conclusion: These findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

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 Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Ruzhuan Chen ◽  
Lijuan Wang ◽  
Bingnan Wang ◽  
Yulan Zhou
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Autonomy Support ◽  
Structural Equation ◽  
Vigorous Physical Activity ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
School Students

Abstract Background On the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods Participants consisted of 1186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship. Results SEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons. Conclusion These findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

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.

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