A Longitudinal Study of Children’s Enjoyment of Physical Education

2003 ◽  
Vol 15 (2) ◽  
pp. 170-178 ◽  
Author(s):  
Judith J. Prochaska ◽  
James F. Sallis ◽  
Donald J. Slymen ◽  
Thomas L. McKenzie
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Elementary School Students ◽  
Generalized Estimating Equations ◽  
Sixth Grade ◽  
Older Children ◽  
School Students ◽  
Sports Teams ◽  
Organized Sports ◽  
Health Related

One mission of physical education (PE) is the promotion of enjoyable physical activity participation. PE enjoyment of 414 elementary school students (51% male, 77% Caucasian) was examined in a 3-year prospective study. Analyzed using Generalized Estimating Equations, PE enjoyment decreased significantly from the fourth to sixth grade (p < .001) and was lower among girls (p < .001) and students not in organized sports (p < .005). Ethnicity and body mass index were not significant predictors of PE enjoyment. Girls, older children, and those not on sports teams are especially dependent on PE as the setting for accruing health-related physical activity, and strategies are needed to enhance their PE enjoyment.

scholarly journals Effectiveness of a creative physical education intervention on elementary school students’ leisure-time physical activity motivation and overall physical activity in Finland

2018 ◽  
Vol 25 (3) ◽  
pp. 796-815 ◽  
Author(s):  
Juha Kokkonen ◽  
Sami Yli-Piipari ◽  
Marja Kokkonen ◽  
John Quay
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
School Context ◽  
Sixth Grade ◽  
School Students ◽  
Before And After ◽  
Negative Effect ◽  
Positive Effect

This study investigated the effectiveness of a creative physical education (CPE) intervention on students’ perceptions of motivational climate in physical education (PE), leisure-time physical activity (PA) motivation, and overall PA. A sample of 382 fourth to sixth grade students ( Mage= 10.87[.93]) from two elementary schools were assigned to the CPE intervention ( n = 196; Mage= 10.84[.95]) and control ‘PE-as-usual’ ( n = 186; Mage= 10.90[.90]) groups. Students’ perceived task- and ego-supportive climate in PE, leisure-time PA motivation, and overall PA were measured before and after the one-year intervention. Analyses of covariance and path analyses were implemented to test the effectiveness of the intervention. The intervention had a positive effect on students’ perceptions of task-supportive climate in PE ( p < .001) and a negative effect on ego-supportive climate ( p < .001). Students’ perceptions of task-supportive climate had a positive effect on their leisure-time PA motivation ( p < .001), which, in turn, had a positive effect on their overall PA ( p < .001). The results suggest that CPE-based PE may increase students’ perceptions of task-supportive climate in PE, which predicts their later leisure-time PA motivation outside the school context and overall PA.

Validation of the Physical Activity Questionnaire for Older Children

1997 ◽  
Vol 9 (2) ◽  
pp. 174-186 ◽  
Author(s):  
Kent C. Kowalski ◽  
Peter R.E. Crocker ◽  
Robert A. Faulkner
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Construct Validity ◽  
Elementary School Students ◽  
Activity Levels ◽  
Older Children ◽  
School Students ◽  
Physical Activity Levels ◽  
Activity Rating ◽  
Activity Questionnaire

Two studies assessed the validity of the Physical Activity Questionnaire for Older Children (PAQ-C), a 7-day recall that assesses general moderate to vigorous physical activity levels during the school year. The first study, involving 89 elementary school students in Grades 4–8, investigated convergent, divergent, and construct validity. The PAQ-C was moderately related to an activity rating (r = .63), week summation of 24-hr moderate to vigorous activity recalls (r = .53), a teacher’s rating of physical activity (r = .45), and perceptions of athletic competence (r = .48). As expected, the PAQ-C was not related to perceptions of behavioral conduct. The second study, involving 97 elementary school students, investigated convergent and construct validity. The PAQ-C was moderately related to an activity rating (r = .57), the Leisure Time Exercise Questionnaire (r = .41), a Caltrac motion sensor (r = .39), a 7-day physical activity recall interview (r = .46) and a step test of fitness (r = .28). The PAQ-C validity coefficients were as high as or greater than the 7-day recall interview. These two studies support the validity of the PAQ-C as a method of assessing older children’s general physical activity levels.

Elementary School Students’ Self-Determination in Physical Education and Attitudes Toward Physical Activity

2015 ◽  
Vol 34 (2) ◽  
pp. 189-209 ◽  
Author(s):  
Weiyun Chen ◽  
Andrew J. Hypnar
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
Elementary School Students ◽  
Psychological Needs ◽  
Upper Elementary ◽  
School Students ◽  
Upper Elementary School ◽  
Positive Attitudes ◽  
Composite Reliability

Motivations for and positive attitudes toward physical activity (PA) developed during childhood are likely to be carried over to adulthood. The purpose of this study was to examine the relationship between three psychological needs satisfaction, motivational regulations in physical education (PE), and attitudes toward participation in leisure-time PA among upper elementary school students. One thousand and seventy-three students in grades 3-5 anonymously and voluntarily completed three measures, including Psychological Needs Satisfaction, Motivational Regulations, and Attitudes, which were modified from previous works and judged by a panel of experts to ensure the wording of each item was understandable for upper elementary school students. The data were analyzed with descriptive statistics, composite reliability coefficient, and multilevel confirmatory factor analysis methods. The results indicated that the composite reliability coefficients of the measures were above .60, ranging from .62 to .79. The results of structural equation model indicated that satisfactions of autonomy, competence, and relatedness were significantly instrumental to the enhancement of autonomous motivation in PE settings and attitudes toward PA participation. Elementary school students’ having fun, obtaining benefits, and being with friends were all major motivational factors contributing to positive attitudes toward PA outside of school.

scholarly journals Promoting Health-Related Cardiorespiratory Fitness in Physical Education: The Role of Class Intensity and Habitual Physical Activity

2020 ◽  
Vol 17 (18) ◽  
pp. 6852
Author(s):  
Miguel Peralta ◽  
Diana A. Santos ◽  
Duarte Henriques-Neto ◽  
Gerson Ferrari ◽  
Hugo Sarmento ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Cardiorespiratory Fitness ◽  
Longitudinal Design ◽  
Habitual Physical Activity ◽  
Positive Role ◽  
Organized Sports ◽  
School Year ◽  
Health Related

Physical education (PE) has the potential to promote health-related fitness, however, its contribution is still not clear. The aim of this study was to assess whether students’ health-related cardiorespiratory fitness (CRF) improved from the beginning to the end of the school year, and to examine the role of PE class intensity and habitual physical activity (PA) in promoting students’ CRF. This observational study employed a longitudinal design. Participants were 212 7th and 8th grade students (105 boys), mean age 12.9 years old, followed during one school year, from September 2017 to June 2018. The Progressive Aerobic Cardiovascular Endurance Run (PACER) was used to assess CRF at baseline and follow-up. PA was measured using accelerometers. PE class intensity was assessed using the System for Observing Fitness Instruction Time. Findings indicated that from the beginning to the end of the school year, a greater percentage of participants were in the CRF healthy fitness zone (73.1% to 79.7%, p = 0.022). Among boys, participating in organized sports (B = 4.61, 95% confidence interval [CI]: 0.33, 8.88) and the percentage of PE time being very active (B = 0.90, 95% CI: 0.44, 1.35) were positively associated with the change in PACER laps. Among girls, daily vigorous PA (B = 0.38, 95% CI: 0.15, 0.60) and participating in organized sports (B = 4.10, 95% CI: 0.93, 7.27) were also positively associated with PACER change, while being overweight or obese (B = −5.11, 95% CI: −8.28, −1.93) was negatively associated. In conclusion, PE was demonstrated to have a positive role in the promotion of CRF, especially among boys, while for girls, habitual PA seems to have a greater contribution. Nevertheless, results and conclusions should be considered carefully, taking into account study limitations, such as the non-direct measures of PE class intensity, CRF, and school setting.

scholarly journals Relationship Between Personal and Social Responsibility and the Roles Undertaken in Sport Education

2021 ◽  
Vol 40 (1) ◽  
pp. 76-85
Author(s):  
Eva Guijarro ◽  
Ann MacPhail ◽  
Sixto González-Víllora ◽  
Natalia María Arias-Palencia
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Elementary School Students ◽  
Personal Characteristics ◽  
Sixth Grade ◽  
Sport Education ◽  
School Students ◽  
Sixth Grade Students ◽  
Personal And Social Responsibility ◽  
The Impact

Purpose: To examine the impact of undertaking roles in Sport Education on responsibility levels of elementary school students. Method: Forty-one fifth- and sixth-grade students participated in a 15-lesson season. Students undertook five different roles into the Sport Education season and presented differing initial perceived responsibility scores. Results: Results in this study convey students’ responsibility improvements for both personal and social responsibility during a season of Sport Education. There are differences in students with low perceived responsibility depending on the role they undertake, whereas students with high perceived responsibility do not present any difference according to the role they perform. Conclusion: In the physical education context, the teachers have to consider the personal characteristics of the students in the process of mapping students to roles.

scholarly journals Diferencias en la percepción de actividad física en escolares de sexto de primaria (Differences in the perception of physical activity in sixth-grade primary school students)

Retos ◽  
2019 ◽  
pp. 455-459
Author(s):  
Raúl Jiménez Boraita ◽  
Josep María Dalmau Torres ◽  
Esther Gargallo Ibort ◽  
Daniel Arriscado Alsina
Keyword(s):  
Physical Activity ◽  
Screen Time ◽  
Sixth Grade ◽  
Female Students ◽  
Male Students ◽  
Older Children ◽  
Primary School Students ◽  
School Students ◽  
La Rioja ◽  
Activity Questionnaire

El objetivo del estudio fue analizar la autopercepción del nivel de actividad física de los escolares de sexto curso de Educación Primaria y contrastarla con la percepción de sus maestros de Educación Física. Se administró el Physical Activity Questionnaire for Older Children a una muestra representativa de 329 escolares de sexto curso (11-12 años) de los 31 centros educativos de Logroño (La Rioja). Igualmente, un maestro de Educación Física de cada centro completó el cuestionario por duplicado, reportando su percepción para el caso de los chicos y de las chicas. También se preguntó por el tiempo frente a la pantalla. Los niveles de Actividad Física fueron estadísticamente superiores en los chicos, especialmente, en las clases de Educación Física, los recreos y los fines de semana. Estas diferencias fueron percibidas por los maestros en los dos últimos casos. Al contrastar las respuestas de los chicos y sus profesores, estos sobreestimaron la Actividad Física realizada por sus alumnos antes y después de comer, subestimando la práctica realizada los fines de semana. En el caso de las chicas, también subestimaron su actividad durante los fines de semana, así como la del global de la semana. Por último, respecto al tiempo de pantalla, no hubo diferencias entre sexos, pero en ambos casos los profesores sobreestimaron el tiempo reportado por su alumnado. Dadas las diferencias encontradas, es preciso analizar los hábitos de práctica de nuestro alumnado, comprenderlos y, de este modo, intervenir de forma eficaz, especialmente, desde las escuelas como elementos clave de promoción de la salud.Abstract. The objective of the present study was to analyse perceptions of personal engagement in physical activity in sixth-grade primary school students, and to compare them with the perception of their physical education (PE) teachers. A representative sample of 329 sixth graders (aged 11-12 years old) from 31 educational centres in Logroño (La Rioja) completed the Physical Activity Questionnaire for Older Children. In addition, a PE teacher from each educational centre completed the same questionnaire, self-reporting their perceptions of physical activity with regards to the boys and girls attending their centre. Screen-time was also reported. Boys engaged in significantly more physical activity than girls, specifically during PE classes, during break-times, and at weekends. Teachers corroborated these reports in the case of the latter two contexts. Differences existed between the perceptions reported by the teachers and male students. On one hand the teachers overestimated physical activity engagement of their male students before and after eating, on the other they underestimated their physical activity at weekends. Teacher reports also differed from those of female students, with teachers underestimating their physical activity both at weekends and overall throughout the week. Finally, with respect to screen-time, no differences were reported between genders, but teachers overestimated this variable for both male and female students. Given the differences identified, it is important to analyse the habits of young scholars, understand them and, in this way, design efficacious interventions, particularly utilising schools as key providers in the promotion of health.

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