Students’ Views on Physical Development and Physical Self-Concept in Adventure-Physical Education

2010 ◽  
Vol 29 (2) ◽  
pp. 146-166 ◽  
Author(s):  
Jeffrey Gehris ◽  
Jeff Kress ◽  
Ricky Swalm
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Development ◽  
Self Concept ◽  
Multidimensional Model ◽  
Education Curriculum ◽  
Physically Active ◽  
Semistructured Interviews ◽  
Open Coding ◽  
Physical Effects

This study investigated 10th-grade students’ views concerning the physical effects of an adventure-physical education curriculum and the potential of such a curriculum to enhance components of a multidimensional model of physical self-concept. Semistructured interviews were used to obtain students’ views and participant observations were conducted to corroborate those views. Open coding was used to analyze the data. Students viewed adventure activities as an alternative way to be physically active that was more fun and motivating than traditional forms of exercise. Students expressed how the adventure activities helped them build strength and endurance particularly in their arms and legs. Students felt seven components (body fat, coordination, endurance/fitness, flexibility, physical activity, sports competence, and strength) of physical self-concept were relevant to adventure-physical education and two components (appearance and health) were not. Implications for designing activities and employing teaching strategies to enhance the physical self-concept and fitness of young people are discussed.

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.

Prospects for the introduction of a variable module "cycling" in the curriculum of physical culture for middle school students

2021 ◽  
pp. 34-38
Author(s):  
Stepan Heitsi ◽  
Yulia Tkach ◽  
Khrystyna Khimenes
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Physical Development ◽  
Education Curriculum ◽  
Education Programs ◽  
School Students ◽  
Positive Effects ◽  
Comparison Results

Introduction. Modern schoolchildren are characterized by relatively low levels of health, physical development and fitness. In addition, they have insufficient motivation for physical education and sports classes, in particular within the school. In the last decade, the processes of reforming the educational system have intensified, in particular with regard to school physical education. Today, physical education programs are based on so-called variable modules, which allows students to offer means and methods of various sports and physical activity that could interest them. The purpose of the study. To identify opportunities for the introduction of a variable module "cycling" in the physical education curriculum for middle school students. Material and methods. The study was theoretical and review in nature. Information from modern sources of literature on the system of physical education in Ukraine and abroad was taken into account. It were observed the presence of kinds and components of cycling in physical education programs within school education and its possible positive effects on young students. Methods: data analysis and generalization, historical method, system approach, comparison. Results. Quite a large number of modern scientific papers are devoted to improving the system of physical education within the school. Significant attention is paid to the need of correction the program providing for physical education classes, in particular for middle school students. It was revealed the necessity to update and correct the physical education program for middle school students in the direction of including new, modern and interesting for children kinds of physical activity that would promote their physical development, health and form important society skills. There was also detected the positive impact of cycling on the child's body from both physical and psychosocial sideі and the feasibility of including certain elements of cycling (trail, BMX, artistic and figure cycling, cycling, etc.) in the physical education curriculum of middle school students.

Stakeholders’ Perspectives on the Effects of a PEP Grant on a District-Wide CSPAP

2021 ◽  
Vol 40 (1) ◽  
pp. 86-97
Author(s):  
Catherine P. Abel-Berei ◽  
Grace Goc Karp ◽  
Marcis Fennell ◽  
Elisa Drake ◽  
Simon Olsen
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Educators ◽  
Physically Active ◽  
Social Ecological ◽  
Activity Program ◽  
Semistructured Interviews ◽  
Curriculum Map ◽  
K 12 ◽  
Physical Activity Programming

A Comprehensive School Physical Activity Program (CSPAP) can help children be physically active for 60 min/day. Physical Education for Progress grants provided opportunities to improve physical education and physical activity programming. Purpose: This study explored stakeholders’ perspectives on the effects of a Physical Education for Progress grant on a district-wide CSPAP. Method: Stakeholders included physical educators (n = 10; K–12), administrators (n = 6), and one superintendent. Individual, semistructured interviews were used to examine how the grant affected stakeholders’ perspectives of the CSPAP. Results: The grant affected the CSPAP by providing (a) opportunities for professional development, (b) opportunities to establish a K–12 curriculum map, and (c) access to equipment and resources. Discussion: Framed in social ecological theory, intrapersonal, interpersonal, institutional, and community levels were influenced by the grant. Interactions between levels enabled changes in all CSPAP components, especially quality PE. Conclusion: A Physical Education for Progress grant is a successful mechanism to enhance a district-wide CSPAP.

scholarly journals The Effectiveness of a Formal Physical Education Curriculum on the Physical Ability of Children in a Preschool Context

2018 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Carol Boon Peng Loy-Ee ◽  
Patricia Mui Hoon Ng
Keyword(s):  
Physical Activity ◽  
Comparative Analysis ◽  
Physical Education ◽  
Experimental Design ◽  
Research Literature ◽  
Education Curriculum ◽  
The West ◽  
Physical Ability ◽  
Post Test ◽  
Quasi Experimental

Studies have pointed to the benefits of physical activity (PA), yet the level of PA participation among preschoolers islow. This in turn could have resulted in the limited research literature on the PA level or physical educationcurriculum (PEC) of preschool children. Those reviewed here are mostly from countries in the West, as those fromAsia are unavailable. To fill this gap, the present study was carried out to investigate the effectiveness of a formalPEC on the physical ability of a sample of five-year old children from several preschools in Singapore. Using aPhysical Ability Assessment (PAA) tool with five variables, a pre-test/post-test quasi-experimental design was usedto measure the effectiveness of the PEC with control and experimental groups for the comparative analysis. Theresults of the PAA are presented and the implications from the findings and analysis are discussed.

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.

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

2018 ◽  
Vol 15 (12) ◽  
pp. 927-932 ◽  
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.

scholarly journals Temporal Trends in the Association between Participation in Physical Education and Physical Activity among U.S. High School Students, 2011–2017

2020 ◽  
Vol 17 (7) ◽  
pp. 2357 ◽  
Author(s):  
Seungho Ryu ◽  
Paul Loprinzi ◽  
Heontae Kim ◽  
Minsoo Kang
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Temporal Trends ◽  
Physical Activity Guideline ◽  
Activity Levels ◽  
School Students ◽  
Physically Active ◽  
Education Participation

The purpose of this study was to assess trends in physical education and physical activity among U.S. high school students from 2011 to 2017, respectively, and to evaluate temporal trends in the relationship between physical education class participation and physical activity levels. Data from a total of 51,616 high school students who participated in the Youth Risk Behavior Surveillance System (YRBSS) from 2011 to 2017 were analyzed for this study. Physical education was measured as follows: In an average week when you are in school, on how many days do you go to physical education classes? Physical activity was measured as follows: During the past 7 days, on how many days were you physically active for a total of at least 60 min per day? Meeting physical activity guideline was defined as engaging in 7 days per week of at least 60 min per day. Across the 2011–2017 YRBSS, there were no linear (p = 0.44)/quadratic trends (p = 0.37) in physical education and linear (p = 0.27)/quadratic trends (p = 0.25) in physical activity, respectively. Regarding the trends in the association between physical education and physical activity, there were no statistically significant linear (unstandardized regression coefficient (b) = 0.013, p = 0.43) or quadratic (p = 0.75) trends; however, at the sample level, there was a slight increase in the odds ratio effect sizes from 2011 to 2017 (ES = 1.80–1.98). The pooled association between physical education participation and physical activity was statistically significant, OR = 1.88, 95% CI = 1.75–2.03, p < 0.001. That is, on average across the four YRBSS cycles, students who participated in physical education had 1.88 times higher odds of meeting physical activity guideline when compared to students who did not participate in physical education. The trends of physical education and physical activity did not change between 2011 and 2017. Overall, we observed a significant relationship between participation in physical education and physical activity. There was a non-significant yet stable trend of association between participation in physical education and physical activity over time.

scholarly journals Students’ Emotional Experience in Physical Education—A Qualitative Study for New Theoretical Insights

Sports ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 10 ◽  
Author(s):  
Sascha Leisterer ◽  
Darko Jekauc
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Emotional Experience ◽  
Structured Interview ◽  
Physically Active ◽  
Grounded Theory Method ◽  
Starting Point ◽  
Wide Range ◽  
Social Belonging

Physical education (PE) can be the starting point for many students to be physically active throughout their lives. Positive emotional experiences in PE are discussed as beneficial for long-term physical activity, however, triggers of students’ emotions are still unclear. The purpose of this study is to explore, from a student’s perspective, emotions and their triggers, which occur in PE classes. N = 12 students (male: six, female: six, ø-age: 15.6 ± 1.2 years) have been interviewed using a focused semi-structured interview to identify their emotions in PE and to explore the situations in which they occurred. An inductive approach with elements of the Grounded Theory Method was implemented to analyze the data. Students reported a wide range of positive and negative emotions. Furthermore, four crucial triggers were identified: (I) Attractiveness of the task, (II) social belonging, (III) competence and (IV) autonomy. Parallels to existing theories, especially the Self-Determination Theory (SDT), will be discussed. These results can be used to improve teachers’ knowledge about students’ emotions in PE in order to build a basis for lifelong physical activity.

scholarly journals A Comparison of Physical Self-Concept between Physical Education and Non- Physical Education University Students

2013 ◽  
Vol 5 (10) ◽  
pp. 6-13 ◽  
Author(s):  
Hamid Arazi ◽  
Rastegar Hosseini
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
University Students ◽  
Target Population ◽  
Self Concept ◽  
Education Students ◽  
Physical Competence ◽  
Education Major ◽  
Sport Training ◽  
Mean Vector

Abstract The purpose of this study was to compare physical self-concept between physical education and non-physical education university students. The target population of this study was all male and female physical education and non-physical education university students in Rasht city of Iran. After translating the Physical Self-Description Questionnaire (PSDQ) and adjusting some of the questions, the questionnaire was evaluated by the specialists in the context of validity and the reliability achieved by test-retest (Cronbach Alpha value of 0.84). We then, according to the Odineski table selected 180 physical education and non-physical education males and 190 physical education and non-physical education females opportunistically. The collected data was analyzed by 2×2 MANOVA for determine differences between genders and major. The results showed mean vector scores of physical education in the following scales: physical activity; global physical; competence; sports; strength; endurance and flexibility were significantly (p<0.05) higher than that of non-physical education major students. Also, the results shows that mean vector scores of male in the following scales: health; coordination; physical activity; body fat; global physical; competence; sports; global physical self-concept and global esteem were significantly (p<0.05) higher than female. Based on the result of our study the physical self-concept non-physical education and female is lower, than that physical education and male. The results may reflect that male and physical major education students, who usually spend more time on physical activity and sport training to have better fitness and skill oriented self concept than their counterparts.

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