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.

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 Reimagining professional competence in physical education

2013 ◽  
Vol 19 (4) ◽  
pp. 662-672 ◽  
Author(s):  
Catherine D. Ennis
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Professional Competence ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Physically Active ◽  
Staff Members ◽  
School Wellness ◽  
School Day ◽  
Academic School

Physical educators have critical roles to play in assisting communities and schools to increase physical activity for all citizens. They can assist classroom teachers in increasing physical activity in the academic school day and can serve as school wellness directors to increase the amount of physical activity students and school staff members receive during the day. Additionally, physical educators can implement innovative approaches to physical education curricula to enhance students' opportunities to be active and to learn concepts to assist them to be physically active now and for a lifetime. When implementing evidence-based approaches to physical education, teachers need to teach the curriculum coherently and with fidelity. New programs such as Science, PE, & Me! and the Science of Healthful Living provide opportunities for students to examine the effects of exercise on their bodies in a physically active, learning-oriented approach to physical education.

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.

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.

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 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.

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.

scholarly journals Organization of Students and Total Task Time: External and Internal Load Recorded during Motor Activity

2021 ◽  
Vol 11 (22) ◽  
pp. 10940
Author(s):  
Juan M. García-Ceberino ◽  
Sebastián Feu ◽  
Antonio Antúnez ◽  
Sergio J. Ibáñez
Keyword(s):  
Physical Activity ◽  
Heart Rate ◽  
Physical Education ◽  
Statistical Tests ◽  
Vigorous Physical Activity ◽  
Learning Task ◽  
Internal Load ◽  
Learning Tasks ◽  
Numerical Equality ◽  
Task Time

The organization of the students and the time taken to execute the learning tasks determine the physical (external load) and physiological (internal load) demands the students support during physical education classes. The aim of this study was to determine which organizational and pedagogical elements used to design different learning tasks for soccer provoke greater external (Player Load (PL)) and internal (Heart Rate (HR)) load and thus help the students to fulfil the adequate physical activity recommendations (moderate to vigorous physical activity for ≥50% of class time). The organizational elements studied were (1) the participation type and (2) total task time, and the pedagogical element of (3) the game situation. A total of 40 students from the fifth year of primary education participated in the study distributed into two class groups. The basic analysis units were the data on physical activity recorded in each of the tasks carried out by the students during the practical sessions (1500 records), and they were recorded using WIMU ProTM inertial movement devices. A descriptive and inferential analysis was performed with the Mann–Whitney U and Kruskal–Wallis H statistical tests. The results recommend the following types of tasks with simultaneous participation: individual games, numerical inequality SSG, numerical equality SSG lasting less than 6 min, numerical equality SSG, and full games lasting between 6 and 10 min. This type of learning task makes the students move more (medium Player Load between 0.80 and 1.20) and at greater intensities (Heart Rate zone 4, between 161 and 181 bpm). Therefore, physical education teachers must take into account the pedagogical and organizational elements studied to make the sessions more intense and associated with health benefits.

scholarly journals Factors Associated with Physical Activity in South Africa: Evidence from a National Population Based Survey

2018 ◽  
Vol 11 (1) ◽  
pp. 516-525 ◽  
Author(s):  
Lungelo Mlangeni ◽  
Lehlogonolo Makola ◽  
Inbarani Naidoo ◽  
Buyisile Chibi ◽  
Zinhle Sokhela ◽  
...  
Keyword(s):  
Physical Activity ◽  
South Africa ◽  
Physical Inactivity ◽  
Vigorous Physical Activity ◽  
Household Survey ◽  
Population Based ◽  
Moderate Physical Activity ◽  
Cluster Sampling ◽  
Physically Active ◽  
Factors Associated

Background: The health benefits of regular physical activity and exercise have been widely acknowledged. Yet physical inactivity remains an issue in South Africa. This study examines factors associated with physical activity amongst South Africans. Methods: This analysis used the 2012 nationally representative population-based household survey conducted using a multi-stage stratified cluster sampling design. Multinomial bivariate and multiple logistic regression models were used to determine whether physical activity is significantly influenced by socio-demographic and lifestyle related characteristics. Results: Out of 26339 individuals, 57.4 % (CI: 55.9-59) were not physically active, 14.8 % (CI: 13.6-16) were moderately physically active, and 27.8 % (CI: 26.6-29.1) were vigorously physically active. Relative to those who reported physical inactivity, having higher education and being of a higher socioeconomic status increased the likelihood of engaging in moderate physical activity. Increasing age, being female, and living in informal settlements decreased the likelihood of engaging in moderate physical activity. Increasing age, being female, being married, being from rural formal settlements, and having poorer self-rated health reduced the likelihood of engaging in vigorous physical activity. Conclusion: The findings suggest that there is a need for health promotion efforts targeting particular groups from selected socio-demographic strata including unhealthy individuals and those from disadvantaged communities.

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