The Oxygen Cost of a 20-Minute Steady-State Jog for High School Boys and Girls

1990 ◽  
Vol 2 (3) ◽  
pp. 272-280 ◽  
Author(s):  
John L. Walker ◽  
Tinker D. Murray ◽  
Charles M. Johnson ◽  
Don L. Rainey ◽  
William G. Squires
Keyword(s):  
High School ◽  
High School Students ◽  
Steady State ◽  
Sports Medicine ◽  
Small Sample Size ◽  
Small Sample ◽  
Peak Oxygen Consumption ◽  
School Students ◽  
Treadmill Testing ◽  
Criterion Referenced

This study evaluated the aerobic demands of the 20-minute steady-state jogging speeds for 15 high school students. All subjects performed a discontinuous treadmill test that included submaximal speeds, the Fit Youth Today criterion referenced speeds, and finally a run to voluntary fatigue. Stages lasted 5 minutes. Preliminary data indicated that both groups averaged between 87% (the 9 boys) and 93 % (the 6 girls) of their respective peak oxygen consumption at the criterion referenced speeds during treadmill testing. According to the American College of Sports Medicine guidelines for healthy adults, these intensities represent the upper threshold for aerobic conditioning, and high exercise intensities can increase the risk of injury. Although the results of this study are preliminary in nature and based on a small sample size, we suggest that the criterion referenced distances (speeds) for the FYT 20-minute steady-state jog may need modification.

Impact of an intuitive eating education program on high school students’ eating attitudes

2015 ◽  
Vol 115 (2) ◽  
pp. 214-228 ◽  
Author(s):  
Nicole Healy ◽  
Elana Joram ◽  
Oksana Matvienko ◽  
Suzanne Woolf ◽  
Kimberly Knesting
Keyword(s):  
High School ◽  
High School Students ◽  
Healthy Eating ◽  
Education Program ◽  
Eating Attitudes ◽  
Small Sample ◽  
Intuitive Eating ◽  
School Students ◽  
Content Type ◽  
K 12

Purpose – There is a growing need for school-based nutritional educational programs that promote healthy eating attitudes without increasing an unhealthy focus on restrictive eating or promoting a poor body image. Research suggests that intuitive eating (IE) approaches, which encourage individuals to focus on internal body signals as a guide for eating, have had a positive impact on eating-related psychological outcomes in adults. The purpose of this paper is to investigate the effects an IE education program on the eating attitudes of high school students. Design/methodology/approach – In a quasi-experimental study, 48 high school students (30 females) in a Midwest town in the USA received instruction on IE or a comparison program over seven days during health classes. Repeated measures analyses of covariance were conducted to examine changes in eating attitudes in sexes across conditions. Findings – Students who received the IE program made significantly greater gains in overall positive eating attitudes on the Intuitive Eating Scale than students in the comparison program (p=0.045), as well as on the Unconditional Permission to Eat subscale (p=0.02). There were no significant effects of sex on any of the analyses. Research limitations/implications – Because of the relatively small sample size and short duration of the program, the results should be generalized with caution. Practical implications – The results suggest that IE instruction may encourage the development of healthy eating attitudes in high school students, and health teachers may wish to consider including IE instruction in the health curriculum. Originality/value – This is the first study to examine the effectiveness of an IE program in a K-12 population, with instruction provided in the context of the school. The results are promising and suggest that this may be a fruitful area for future research in nutrition education.

Criterion-Referenced Reliability and Equivalency Between the PACER and 1-Mile Run/Walk for High School Students

2006 ◽  
Vol 3 (s2) ◽  
pp. S21-S33 ◽  
Author(s):  
Michael W. Beets ◽  
Kenneth H. Pitetti
Keyword(s):  
High School ◽  
High School Students ◽  
Environmental Conditions ◽  
School Students ◽  
Cardiovascular Endurance ◽  
Criterion Referenced ◽  
Zone Pass

Background:To examine the Healthy Fitness Zone (pass/fail) criterion-referenced reliability (CRR) and equivalency (CRE) of the 1-mile run/walk (MRW) and Progressive Aerobic Cardiovascular Endurance Run (PACER) in adolescents (13 to 18 years).Methods:Seventy-six girls and 165 boys were randomly assigned to complete 2 trials of each test.Results:CRR for the boys on the MRW (Pa = 77%, κq = 0.53) was lower than on the PACER (Pa = 81%, κq = 0.63); girls were classified more similarly on the MRW (Pa = 83%, κq = 0.67) than on the PACER (Pa = 79%, κq = 0.58). The CRE between the MRW and PACER indicated boys (Pa = 77%, κq = 0.55) were classified more consistently on both tests than girls (Pa = 73%, κq = 0.46).Conclusions:No test provided greater consistency. Practitioners may consider other features, such as ease of administration, environmental conditions, and comparative use in the literature.

scholarly journals FINNISH HIGH SCHOOL STUDENTS AND THE PRIDE EXPERIENCE / SUOMALAISET LUKIOLAISET JA KOKEMUS YLPEYDESTÄ

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Matthew Etherington
Keyword(s):  
High School ◽  
High School Students ◽  
Cultural Values ◽  
Work Ethic ◽  
Later Life ◽  
Self Esteem ◽  
Small Sample ◽  
School Students ◽  
Taking Responsibility

<p>This research examined the emotion pride from a small sample of twenty Finnish high school students. The school students were interviewed to explore their perceptions of pride as an essential emotion for success at school and later life. The interviews revealed personal achievements, having a 'tough skin,' taking responsibility, displaying humility, and being strategic in life as more important than self-pride. The results indicate the teenagers are committed to traditional cultural values of family, achievement, humility, and resilience. This study is important for discussions regarding culture, self-esteem, motivation, ambition, work ethic and emotions. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0771/a.php" alt="Hit counter" /></p>

Criterion-referenced Equivalence Between The 1-mile Run/walk And Pacer In High School Students

2005 ◽  
Vol 37 (Supplement) ◽  
pp. S17
Author(s):  
Ken H. Pitetti ◽  
Michael W. Beets ◽  
Steven B. Hammer
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Criterion Referenced

scholarly journals Feasibility Analysis of Contents of Module Impulse and Momentum to Improve Student Math Skills Verbal Representation of Figures (R-VMGG)

2021 ◽  
Vol 2 (1) ◽  
pp. 47-51
Author(s):  
I ketut Mahardika ◽  
I Wayan Sugiartana ◽  
Aris Doyan
Keyword(s):  
High School ◽  
High School Students ◽  
Small Sample ◽  
Small Samples ◽  
Math Skills ◽  
School Students ◽  
Large Sample ◽  
Verbal Representation ◽  
Large Samples ◽  
Sample Trial

This article reports on the results of the development of impulse and momentum modules to improve the Verbal, Mathematical, Image and Graphic Representation (R-VMGG) abilities of high school students in Besuki Raya. The research objective was to describe the feasibility level of the content, the impulse module and momentum of the development results. The trials were carried out on small samples and large samples, after validation by experts. The large sample trial is carried out after completing the small sample trial which is carried out in stages from all learning activities with the impulse and momentum module. Trials with small samples and large samples were carried out to investigate the impulse and momentum module drafts of the development results in improving the R-VMGG abilities of SMAN students in Besuki Raya. Respondents in the small sample trial were 30 high school students, while the respondents in the large sample trial were 150 high school students. The results showed that the feasibility level of the contents of the developed modules reached a high category

scholarly journals Peri-literary communication games of high school students

2020 ◽  
Vol 56 (1) ◽  
pp. 163-202
Author(s):  
Anna Ślósarz
Keyword(s):  
High School ◽  
High School Students ◽  
Social Skills ◽  
Small Sample ◽  
The Internet ◽  
School Students ◽  
Interpersonal Contact ◽  
Internet Resources ◽  
Communication Games ◽  
Use Of Internet

Seven interviews with high school students were conducted in order to establish the relationship between their use of Internet resources and the level of their interpretation, communication and social skills. Respondents, who used the Internet as a source of information, comprehend literature factographically and its adaptations as distortions of the original texts. Their communication skills were poorly developed. They were passive in interpersonal contact. They made only superficial contact with the interviewer, in order to hide the way they really used Internet resources. They perceived the interview as a hierarchical relation, and were subordinated to the interviewer. Students who posted texts on the Internet were able to get the interviewer engaged in the topic they were discussing. They created their own image and influenced the environment. They assumed role of a node in the network, limiting the influence of social hierarchy. A small sample does not allow for generalization of findings. Nonetheless, it was found that students who posted texts on the Internet presented highly developed interpretation, communication and social skills.

Criterion-referenced Equivalence Between The 1-mile Run/walk And Pacer In High School Students

2005 ◽  
Vol 37 (Supplement) ◽  
pp. S17
Author(s):  
Ken H. Pitetti ◽  
Michael W. Beets ◽  
Steven B. Hammer
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Criterion Referenced

The Effectiveness of Videodisc Instruction in Teaching Fractions to Learning-Disabled and Remedial High School Students

1986 ◽  
Vol 8 (2) ◽  
pp. 5-17 ◽  
Author(s):  
Bernadette Kelly ◽  
Douglas Carnine ◽  
Russell Gersten ◽  
Bonnie Grossen
Keyword(s):  
High School ◽  
High School Students ◽  
Instructional Design ◽  
Relative Effectiveness ◽  
School Students ◽  
Treatment Implementation ◽  
Task Behavior ◽  
Student Error ◽  
On Task Behavior ◽  
Criterion Referenced

This study compares the effectiveness of a videodisc curriculum that incorporates principles of instructional design (including discrimination practice and cumulative review) with a traditional basal program designed to teach basic fractions skills. Twenty-eight high school students, including 17 mildly handicapped students, qualified for the study by showing (a) mastery of whole number operations and (b) less than 50 percent mastery of the fractions skills to be taught. The students were matched in pairs based on a pretest score and math scores from the California Achievement Test, and then randomly assigned to one of the treatments. During the ten-day intervention, observers collected data on levels of treatment implementation and student on-task behavior. A criterion-referenced posttest and two-week maintenance test were administered. The videodisc curriculum resulted in significantly higher posttest and maintenance test scores. Levels of on-task behavior were significantly higher in the videodisc sessions, although levels in both conditions were above 80 percent. An analysis of student error patterns indicated that differences in instructional design features contributed to the relative effectiveness of the two curricula.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

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