scholarly journals Correlates of Physical Activity of Students in Secondary School Physical Education: A Systematic Review of Literature

2019 ◽  
Vol 2019 ◽  
pp. 1-12 ◽  
Author(s):  
Yulan Zhou ◽  
Lijuan Wang
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Physical Education ◽  
Secondary School ◽  
Methodological Quality ◽  
Secondary School Students ◽  
Vigorous Physical Activity ◽  
School Students ◽  
High Quality ◽  
Prospective Longitudinal

Background and Objective. Several reviews have summarised studies on secondary school students’ moderate-to-vigorous physical activity (MVPA) in physical education (PE), but no systematic review with semiquantitative assessment has been conducted to specifically identify the correlates of their MVPA. This review aims to systematically summarise the existing literature, which investigated correlates of MVPA of secondary school students during their PE lessons. Methods. A systematic search using ERIC, SPORTDiscus, PubMed, PsycINFO, Academic Search Premier, and Web of Science was conducted to identify the correlates of the MVPA of secondary school students in PE. Studies were eligible if they were English published articles and examined the association with MVPA during secondary school PE lessons and cross-sectional and prospective longitudinal quantitative studies. Two reviewers independently examined the articles, assessed their methodological quality, and performed data extraction. The correlates of MVPA were synthesised and further assessed semiquantitatively. Results. Fifty-five studies were identified to correlate with secondary school students’ MVPA in PE lessons. Further analysis only included 43 studies (78.2%) that were of medium and high quality by methodological quality assessment. Out of 54 variables identified from these medium and high-quality studies, 11 were consistently associated with the MVPA. Sex (boys), ethnicity (White), class gender (boys-only), PE activities (team games), lesson location (outdoors), expectancy beliefs, subjective task values, and enjoyment were consistently and positively associated with MVPA. Other variables, namely, class gender (girls-only), PE activities (movement activities), and lesson context (knowledge), were consistently and negatively related to MVPA. Conclusions. Interventions focusing on the consistent variables are needed to build active lesson time in PE. This review also provides insights for future research.

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 Teaching Games for Understanding Intervention to Promote Physical Activity among Secondary School Students

2018 ◽  
Vol 2018 ◽  
pp. 1-11 ◽  
Author(s):  
Min Wang ◽  
Lijuan Wang
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Secondary School Students ◽  
Vigorous Physical Activity ◽  
Physical Activities ◽  
Intervention Period ◽  
School Students ◽  
Intervention Phase ◽  
Teaching Games For Understanding ◽  
Class Time

Objectives. This study investigated the effectiveness of Teaching Games for Understanding (TGfU) intervention on the moderate-to-vigorous physical activity (MVPA) levels of students from Grades 9 and 10. Methods. A total of 118 students from four classes (two TGfU groups and two technique groups) participated in this study. Accelerometers were used to measure the MVPA time of students, and formal interviews were conducted to identify the factors that contributed to the MVPA level of students in TGfU classes. Results. The results reveal that the TGfU [t (1, 57) = - 11.622, p <.001, and d =.841] and technical [t (1, 61) = -4.232, p <.001, and d =.236] group exhibited significantly improved MVPA levels in intervention phase. During the intervention period, the MVPA time of the TGfU group (M = 20.26, SD = 3.74) was significantly longer than that of the technique group [M = 17.62, SD = 3.37, t (1, 118) = 4.023, p < .001, and d = .35]. Moreover, in the TGfU classes, boys (M=21.476, SD =.719) spent significantly more time engaging in MVPA than girls (M = 19.135, SD = .645) [F (1, 57) = 5.807, p = .019, and η2= .09]. However, no significant differences were determined between the MVPA levels of high- and low-skilled students. Data gathered through interviews suggested that the nature of the games, the small-sided team, and the freedom and enjoyment experienced by the students through games may explain the high MVPA levels observed in the TGfU classes. Conclusion. TGfU intervention can potentially be used to promote physical activities and attain the recommended MVPA time in PE classes (50% class time).

scholarly journals Psychosocial and Physical Benefits of Exercise Among Rural Secondary School Students

2015 ◽  
Vol 8 (11) ◽  
pp. 14-18
Author(s):  
Alliance Kubayi Ntwanano ◽  
Eric Pule
Keyword(s):  
Physical Activity ◽  
South Africa ◽  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
School Sport ◽  
Validated Questionnaire ◽  
Physically Attractive ◽  
Practical Implications

Abstract The purpose of this study was to examine the benefits of physical exercise among secondary school students. Participants in the study were 251 students (120 boys and 131 girls) attending three public secondary schools in the Hlanganani rural area of South Africa. A validated questionnaire was used to collect data. Results of this study indicated that students exercised to be with their friends, to be physically attractive and compete with others. The findings of this study have practical implications for promoting participation in physical activity among students in rural schools. In an effort to promote physical activity participation, schools should be provided with quality sports infrastructure and funding so that they can implement school sport programmes. Finally, the teaching of physical education should be emphasised in schools as it is the cornerstone for children’s involvement in physical activity.

A Systematic Review of Correlates of the Moderate-to-Vigorous Physical Activity of Students in Elementary School Physical Education

2021 ◽  
pp. 1-16
Author(s):  
Lijuan Wang ◽  
Yulan Zhou
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Elementary School ◽  
Physical Education ◽  
Physical Environment ◽  
Methodological Quality ◽  
Vigorous Physical Activity ◽  
Team Games ◽  
Semiquantitative Method ◽  
Movement Activities

This study systematically summarize existing literature focusing on the correlates of students’ moderate-to-vigorous physical activity (MVPA) during elementary school physical education (PE). A systematic search was initiated to identify studies investigating the physical activity correlates in students during elementary PE. Two researchers independently screened the studies, assessed their methodological quality, and extracted relevant data. The correlates were synthesized and further assessed using the semiquantitative method. A total of 42 studies were included in the review. Out of 44 variables identified from these studies, 10 were consistently associated with MVPA. Gender (boys), PE activities (team games), PE context (fitness activities, game play, and skill practice), class location (outdoors)and perceived competence were consistently and positively associated with the MVPA of students in PE. Other variables, namely body mass index, larger class size, and PE activities (movement activities), were consistently and negatively related to MVPA. In conclusion, this study improves our understanding of the correlates of students’ physical activity from the demographic,biological, instructional, physical environment, social support, and psychological perspectives. These variables should be focused on when designing new or improving current interventions.

scholarly journals Motivational climate, need satisfaction, self-determined motivation, and accelerometer-measured physical activity among secondary school students in China

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

Abstract Objectives Based on 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 The participants consisted of 1,186 Chinese students aged 11 to 16 years from three secondary schools around Shanghai. An accelerometer was adopted to measure moderate-to-vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e., classroom motivational climate, perceived competence, autonomy, relatedness, self-determined motivation). Structural equation modelling (SEM) was used to analyze the hypothesized relationship. Results A SEM analysis revealed that autonomy support and task-involving climate 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 integrate SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

scholarly journals Motivational climate, need satisfaction, self-determined motivation, and accelerometer-measured physical activity among secondary school students in China

2019 ◽  
Author(s):  
Ruzhuan Chen ◽  
Lijuan Wang ◽  
Bingnan Wang ◽  
Yulan Zhou
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Autonomy Support ◽  
Structural Equation ◽  
Secondary School Students ◽  
Vigorous Physical Activity ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
School Students

Abstract Objectives Based on 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 The participants consisted of 1,186 Chinese students aged 11 to 16 years from three secondary schools around Shanghai. An accelerometer was adopted to measure moderate-to-vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e., classroom motivational climate, perceived competence, autonomy, relatedness, self-determined motivation). Structural equation modelling (SEM) was used to analyze the hypothesized relationship.Results A SEM analysis revealed that autonomy support and task-involving climate 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 integrate SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

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.

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.

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