scholarly journals Prevalence and correlates of insufficient physical activity in school adolescents in Peru

2018 ◽  
Vol 52 ◽  
pp. 51 ◽  
Author(s):  
Bimala Sharma ◽  
Rosemary Cosme Chavez ◽  
Eun Woo Eun Woo Nam
Keyword(s):  
Physical Activity ◽  
Body Weight ◽  
Physical Education ◽  
Parental Support ◽  
Leisure Time Physical Activity ◽  
Dietary Behaviors ◽  
World Health ◽  
After School ◽  
School Students ◽  
Insufficient Physical Activity

OBJECTIVE: To assess the prevalence and correlates of insufficient physical activity in adolescents in Peru. METHODS: We used a self-administered questionnaire developed from Global school-based Student Health Survey to collect information from secondary school students in North Lima and Callao in 2015. We carried out Poisson regression with robust variance using generalized linear models to estimate the crude and adjusted prevalence ratios (APR) with 95% confidence intervals (95%CI) of insufficient physical activity for its correlates. RESULTS: We have found that 78% of the adolescents did not meet the global recommendation of the World Health Organization on physical activity in the last week before the survey. Female respondents (APR = 1.13, 95%CI 1.04–1.21), respondents who perceived themselves as overweight (APR = 1.10, 95%CI 1.03–1.18), and respondents who consumed insufficient vegetables and fruits [no vegetables (APR = 1.30, 95%CI 1.06–1.59), no fruits (APR = 1.15, 95%CI 1.00–1.31) as compared to those who consumed ≥ 2 servings every day in the last seven days] were more likely to report insufficient physical activity. Adolescents who worked after school (APR = 0.92, 95%CI 0.84–0.99), had physical education classes five times per week (APR = 0.94, 95%CI 0.88–0.99), and had parental supervision (APR = 0.92, 95%CI 0.87–0.98) were less likely to report insufficient physical activity. CONCLUSIONS: Sex, work after school, perceived body weight, physical education class, parental support, and healthy dietary behaviors were associated with insufficient physical activity. Attempts to improve physical activity should look for ways to enhance leisure-time physical activity, parental support, physical education classes, healthy dietary behaviors, and normal body weight maintenance in adolescents with integrated efforts from the family and school.

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.

Motivational Climate in Physical Education, Achievement Motivation, and Physical Activity: A Latent Interaction Model

2019 ◽  
Vol 38 (4) ◽  
pp. 305-315 ◽  
Author(s):  
Stéphanie Girard ◽  
Jérôme St-Amand ◽  
Roch Chouinard
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Perceived Competence ◽  
Motivational Climate ◽  
School Students ◽  
Mastery Goals

Purpose: To assess if high school students’ leisure-time physical activity is predicted by their perception of the motivational climate, their perceived competence, and their achievement goals in physical education (PE) and if these variables interact with each other.Methods: A sample of 843 high school students completed self-reported questionnaires in the middle and at the end of the school year. The data were analyzed by structural equation modeling and latent moderated structural equations.Results: Leisure-time physical activity was positively predicted by students’ performance-approach goals and perceived competence in PE and by the interaction between their perceived competence and their adoption of mastery goals.Discussion/Conclusion: Only individual variables in PE were related to leisure-time physical activity. The significant interaction effect between students’ mastery goals and perceived competence in PE suggests that teachers need to foster students’ perceptions of competence. The authors therefore discuss the scope of the results with regard to pedagogical practices.

scholarly journals Validación española del «intention to partake in leisure-time physical activity» (Spanish validation of the scale «intention to leisure-time in partake physical activity»)

Retos ◽  
2015 ◽  
pp. 40-45
Author(s):  
Antonio Granero-Gallegos ◽  
Antonio Baena-Extremera ◽  
Francisco Javier Pérez-Quero ◽  
María del Mar Ortiz-Camacho ◽  
Clara Bracho-Amador
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Physical Education ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Temporal Stability ◽  
Dimensional Structure ◽  
School Students ◽  
Spanish Validation ◽  
Pilot Sample

El objetivo de esta investigación ha sido validar al español la escala Intention to partake in leisure-time physical activity mediante la realización de dos estudios independientes. En el primero se utilizó una muestra piloto de 224 alumnos de educación secundaria de 12 a 19 años y se realizó una exploración de la estructura dimensional de la prueba. En el segundo estudio se ha utilizado la totalidad de la muestra con 856 alumnos de educación secundaria de 12 a 19 años, analizándose la estructura del instrumento mediante procedimientos confirmatorios. La versión española de la escala mostró niveles aceptables de consistencia interna y estabilidad temporal. La validez de constructo se exploró mediante correlación con otras dimensiones y diferencias por sexo y edad. Las correlaciones fueron positivas con la satisfacción, importancia de la Educación Física y motivación intrínseca, y negativa con aburrimiento. Asimismo, se obtuvieron diferencias significativas tanto por sexo como por edad.Palabras clave: intención-PFTL; Educación Física; tiempo libre; propiedades psicométricas.Abstract: The objective of this research was to validate to Spanish the scale Intention to partake in leisure-time physical activity by performing two independent studies. In the first one, a pilot sample of 224 secondary school students aged 12 to 19 years was used and it was performed a scan of the dimensional structure of the test. In the second study we used the whole sample with 856 high school students from 12 to 19 years, analyzing the structure of the instrument through confirmatory procedures. The Spanish version of the scale showed acceptable levels of internal consistency and temporal stability. Construct validity was explored by correlation with other dimensions and differences by sex and age. The correlations were positive with satisfaction, the importance of Physical Education and intrinsic motivation, and negatively with boredom. Furthermore, significant differences were obtained by sex and age.Key words: intention-PFTL; Physical Education; leisure-time; psychometric properties.

scholarly journals Comparison of moderate-to-vigorous physical activity levels between physical education, school recess and after-school time in secondary school students:

Kinesiology ◽  
2017 ◽  
Vol 49 (2) ◽  
pp. 242-251 ◽  
Author(s):  
Daniel Mayorga Vega ◽  
Jesús Viciana
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
After School ◽  
Activity Levels ◽  
School Students ◽  
School Time ◽  
Physical Activity Levels ◽  
Education School ◽  
School Recess

Regular physical activity is an important factor of health in youth. Unfortunately, in Chile 85% of adolescents do not achieve the 60 min daily recommendation of moderate-to-vigorous physical activity. Physical education, school recess and after-school time are considered crucial environments for adolescents to meet the recommended moderate-to-vigorous physical activity levels. This study compared the moderateto-vigorous physical activity levels between physical education, school recess and after-school time in Chilean secondary school students, and examined the influence of gender and weight status. A hundred and fifty-six Chilean secondary school students (finally 89 participants were included), aged 13-14 years, were monitored by objective measures of moderate-to-vigorous physical activity during physical education, school recess and after-school time. Results indicated statistically significant differences in moderate-to-vigorous physical activity between contexts (total minutes: After-school time&gt;physical education&gt;school recess; percentage: Physical education&gt;after-school time=school recess, p&lt;.001) as well as a gender-related influence (boys&gt;girls, p&lt;.05). Policy-makers are encouraged to increase the number of physical education classes and teachers to ensure that more physical education class time is spent in moderate-to-vigorous physical activity, especially among girls. The increase in students’ moderate-to-vigorous physical activity levels during school recess and after-school time should also be promoted.

scholarly journals Moderate-to-vigorous physical activity during recess and physical education among mexican elementary school students (Actividad física moderada a vigorosa durante el recreo y clase de educación física en niños mexicanos de escuela primaria)

Retos ◽  
2016 ◽  
pp. 137-139
Author(s):  
Javier Arturo Hall-López ◽  
Paulina Yesica Ochoa-Martínez ◽  
Rodrigo Zuñiga Burruel ◽  
Edgar Ismael Alarcón Meza ◽  
Raúl Alexis Macías Castro ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
World Health ◽  
P Value ◽  
Physical Activity Intensity ◽  
School Students ◽  
Cross Sectional ◽  
Activity Intensity ◽  
Health Organization

Objective: To compare the moderate-to-vigorous physical activity of physical education classes taught by teachers and their students during recess. Method: In order to determine the physical activity intensity the system for observing fitness instruction time (SOFIT) was used, a descriptive cross-sectional comparative methodological design was used, 63 physical education classes were evaluated selecting randomly four students from each class (2 men and 2 women), the same procedure was followed to evaluate the same 4 students during the 30 minutes of recess. Results: The equality of variance was calculated using the Student t test for independent samples resulting a P-value=.001 α≤ less than 0.05, with a percentage time of moderate-to-vigorous physical activity in physical education classes taught by teachers of 41%±17.7 and performed by students during recess of 50%±10.3, the percentage of difference (Δ%) was of 18% between the variables. Conclusion: The intensity of physical activity during recess was higher without teacher instruction in relation to physical education classes evaluated, due is important a feedback for the teachers in strategies for involving the students in moderate to vigorous physical activity as established by the World Health Organization. Resumen. Objetivo: Comparar la actividad física moderada a vigorosa de clases de educación física impartidas por profesores y la intensidad de la actividad física de sus estudiantes durante el recreo. Método: Se utilizó como instrumento de evaluación el sistema para observar el tiempo de instrucción de actividad física (SOFIT), el diseño metodológico fue transversal descriptivo comparativo, evaluando 63 clases de educación física seleccionado al azar cuatro estudiantes de cada clase (2 hombres y 2 mujeres), el mismo procedimiento se siguió, evaluando a los mismos 4 estudiantes durante los 30 minutos del recreo. Resultados: La igualdad de la varianza se calculó mediante la prueba t Student para muestras independientes resultando una P-Valor=.001 menor a α≤ 0.05, el porcentaje de tiempo de actividad física moderada a vigorosa en las clases de educación física impartidas por profesores fue de 41%±17.7 y la realizada por los estudiantes durante el recreo resulto en 50%±10.3 y un porcentaje de diferencia (Δ%) de 18%. Conclusión: La intensidad de actividad física durante el recreo fue mayor sin instrucción docente en relación a las clases de educación física evaluadas, por lo anterior es importante retroalimentar de manera constructiva la manera de impartir la clase de los profesores mediante capacitación con estrategias didácticas para involucrar al alumno en actividad física moderada a vigorosa como lo establece la Organización Mundial de la Salud.

Parental Support and Children’s Body Weight: Mediating Effects of Health Behaviors

2020 ◽  
Vol 42 (9) ◽  
pp. 718-727
Author(s):  
So Hyun Park ◽  
Hanjong Park
Keyword(s):  
Physical Activity ◽  
Body Weight ◽  
High School Students ◽  
Childhood Obesity ◽  
Parental Support ◽  
Screen Time ◽  
Weight Perception ◽  
Nutrition Survey ◽  
School Students ◽  
Body Weight Perception

This study examined the indirect effect of parental support for physical activity on children’s body weight through physical activity and screen time. We also compared the results between children with correct body weight perception and those with incorrect body weight perception. A secondary data analysis was performed using the 2010 National Youth Physical Activity and Nutrition Survey of 11,458 U.S. high school students. Data analyses were conducted using Mplus 8.3 and AMOS 26.0. One third of children were overweight or obese. Physical activity and screen time significantly mediated the relationship between parental support for physical activity and children’s body weight regardless of body weight perception. Parental support for physical activity had a direct effect on children’s body weight only among children who incorrectly estimate their body weight. Developers of childhood obesity programs can use the direct and indirect pathways between parental support and children’s health-related behaviors associated with childhood obesity.

scholarly journals Increasing levels of extracurricular physical activity in higher school students

2020 ◽  
pp. 50-54
Author(s):  
Dovgopol Eduard
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Extracurricular Activities ◽  
Organizational Support ◽  
Leisure Time Physical Activity ◽  
Comparative Method ◽  
Health Condition ◽  
Teaching Staff ◽  
School Students ◽  
Research And Teaching

The paper examines approaches to increasing levels of leisure time physical activity in higher school students. The following methods were used: theoretical analysis of special scientific and methodological literature and documentary materials; comparison and matching (comparative method); sociological techniques (surveying was conducted using Google Forms); pedagogical methods; methods for assessing physical activity; and the methods of mathematical statistics. The study was carried out at the National technical university of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. The study involved first and second year students (in total 80 students). The degree of involvement of students in health-enhancing extracurricular activities was determined and the attitude of students to extracurricular forms of organization of physical education classes was assessed according to the following criteria: content of classes; the effectiveness of extracurricular physical education classes; level of logistics; regularity of extracurricular physical education classes; availability of extracurricular activities for different categories of students; compliance of classes with the interests and preferences of students; use of innovative types of physical activity during classes; qualification of research and teaching staff who conduct physical education classes; the quality of theoretical training provided by research and teaching staff during extracurricular time. The main shortcomings of the organizational support for extracurricular physical education classes were identified: insufficient efficiency of extracurricular activities; ignoring innovative approaches to the organization of classes, popular types of physical activity, a wide arsenal of tools and methods of physical education, and modern fitness technologies, which have repeatedly proven their effectiveness in extracurricular activities; and lack of classes during winter and summer vacations, as well as during exam sessions. For most students, physical activity is not a priority. The reasons that prevent students from participating in physical activities and sports were identified as follows: lack of conditions; features of the emotional and volitional sphere of personality (inability to overcome laziness and passivity); lack of theoretical knowledge on designing health-enhancing activities; lack of company; inappropriate health condition; and lack of external incentives.

scholarly journals PERCEIVED EXERTION AND MODERATE TO VIGOROUS PHYSICAL ACTIVITY IN MIDDLE SCHOOL STUDENTS ACCORDING TO THE PHYSICAL EDUCATION TEACHERS’ EXPERIENCE

2020 ◽  
pp. 179
Author(s):  
Paulina Yesica Ochoa-Martínez ◽  
Javier Arturo Hall-López ◽  
Cristhian Emmanuel López Campos ◽  
Edgar Ismael Alarcón Meza
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Perceived Exertion ◽  
Vigorous Physical Activity ◽  
World Health ◽  
P Value ◽  
Years Of Experience ◽  
School Students

The aim of the current study is to compare the perceived exertion and moderate to vigorous physical activity (PA) among first grade middle school students in physical education (PE) classes given by PE teachers with higher or lower experience than 16 years. Eighty-seven PE lessons conducted by PE teachers with ≥ 16 years of experience (n=35) and teachers with ˂ 16 years of experience (n=52) were evaluated by 348 middle school students (Mean age=12.2±0.5 years). To determine the perceived exertion, the pictorial children's effort rating table (PCERT) was completed, after PE. Children chose an option on an illustrated scale 1–10 perceived exertion. The moderate to vigorous physical activity (MVPA) was evaluated using the System for Observing Fitness and Instruction Time (SOFIT) assessing the intensity as the proportion of time that students spent engaged in walking and very active PA during PE. A cross-sectional design was used, the equality of variance was calculated using the Student t-test for independent samples resulting in MVPA (P-value=.659) and perceived exertion (P-value=.205) α≤ than 0.05. In both groups, the average value of perceived exertion was less than 5 points on the scale, which is insufficient to enhance physical fitness. The MVPA did not achieve international guidelines of engaging students in at least 50% of the lessons time in walking and very active PA. It is recommended for PE teachers to develop pedagogical strategies contributing from the school environment to guide students in educational contents for health through PA, as established by UNESCO and recommended by the World Health Organization.

scholarly journals Physical Education and Leisure-Time Physical Activity in Youth Are Both Important for Adulthood Activity, Physical Performance, and Health

2018 ◽  
Vol 15 (9) ◽  
pp. 661-670 ◽  
Author(s):  
Elin Ekblom-Bak ◽  
Örjan Ekblom ◽  
Gunnar Andersson ◽  
Peter Wallin ◽  
Björn Ekblom
Keyword(s):  
Physical Activity ◽  
Blood Pressure ◽  
Physical Education ◽  
Leisure Time Physical Activity ◽  
Maximal Oxygen Consumption ◽  
Perceived Health ◽  
After School ◽  
Physical Education Class ◽  
Class Participation ◽  
Education Class

Background: The importance of youth physical activity (PA) for adulthood PA, performance, and health was retrospectively evaluated. Methods: A total of 258,146 participants (49% women), aged 19–70, with a first-time health-profile assessment between 1982 and 2015, provided self-reported data on current perceived health, PA, lifestyle, and physical education class participation, and PA outside school hours before age 20. Data on anthropometrics, blood pressure, and estimated maximal oxygen consumption (VO2max) were obtained. Results: Women participating in physical education class, compared with those who did not, had significantly lower OR (range: 0.81–0.87) for perceiving poor overall health, general obesity, and high diastolic blood pressure after adjustment for potential confounders, and increased OR (range: 1.17–1.23) for exercising regularly and a normal/high VO2max in adulthood. For men, the ORs were significantly lower (range: 0.66–0.86) for poor perceived overall health, general, and abdominal obesity. These associations were seen for participants up to 70 years. Increased PA outside school hours revealed even stronger beneficial associations. In joint analyses, both youth and current PA were important for lower OR of poor health and being obese in adulthood. Conclusions: Physical education class participation and additional PA after school hours were both important for perceived health, PA, VO2max, and metabolic health in adulthood up to 70 years.

scholarly journals Effect of Children’s Weight Status on Physical Activity and Sedentary Behavior during Physical Education, Recess, and After School

2020 ◽  
Vol 9 (8) ◽  
pp. 2651
Author(s):  
Zachary C. Pope ◽  
Charles Huang ◽  
David Stodden ◽  
Daniel J. McDonough ◽  
Zan Gao
Keyword(s):  
Physical Activity ◽  
Body Mass Index ◽  
Elementary School ◽  
Physical Education ◽  
Sedentary Behavior ◽  
Body Mass ◽  
Weight Status ◽  
After School ◽  
Healthy Weight

Children’s body mass index may affect physical activity (PA) participation. Therefore, this study examined the effect of children’s weight status on underserved elementary school children’s PA and sedentary behavior (SB) throughout the segmented day. Participants were 138 children (X¯age = 8.14 years). Children’s height and weight were measured with subsequent classification of children as healthy weight or overweight/obese. Durations of moderate-to-vigorous PA (MVPA), light PA (LPA), and SB during physical education (PE), morning recess, lunch recess, after school, and overall were assessed via accelerometry over three days. Independent t-tests evaluated differences in children’s MVPA, LPA, and SB during each daily segment by weight status. Significantly higher MVPA was observed for children of healthy weight status versus children with overweight/obesity during morning recess, t(136) = 2.15, p = 0.03, after school, t(136) = 2.68, p < 0.01, and overall, t(136) = 2.65, p < 0.01. Interestingly, comparisons of children of healthy weight status and children with overweight/obesity’s LPA and SB during the after-school segment revealed a trend wherein children with overweight/obesity participated in slightly greater LPA/less SB than children of healthy weight status. Higher MVPA was observed among children of healthy weight versus children with overweight/obesity during most daily segments. Concerted efforts should focus on increasing MVPA among children with overweight/obesity.

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