Abstract 15507: CPR Education in Middle School Students During Physical Education Class

Circulation ◽  
2015 ◽  
Vol 132 (suppl_3) ◽  
Author(s):  
Kae Watanabe ◽  
Dalia Lopez-Colon ◽  
Jonathan J Shuster ◽  
Joseph Philip
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Life Support ◽  
Low Cost ◽  
Statistical Significance ◽  
Randomized Study ◽  
The United States ◽  
School Students ◽  
Knowledge And Skills ◽  
Significant Difference

Introduction: AHA advocates for CPR education as a required element of the secondary school curriculum. Unfortunately, many states have not adopted CPR education as part of their standard curriculum. Our aim was to investigate a low-cost, and time effective method to educate students on Basic life Support (BLS) during a physical education (PE) class, including evaluation of the use of re-education. Hypothesis: We hypothesize that a 45 minute BLS class during PE class is sufficient to provide with CPR and AED knowledge and skills. Methods: This is a prospective, randomized study. The study included forty one 8 th grade students in an Alachua County Middle School in Gainesville, Florida. Education was performed by an AHA-certified provider during a 45 minute PE class. Education was limited to chest compressions and the usage of an Automatic External Defibrillator (AED). Students were randomized into two groups; one group received repeat education at two months post-initial education, while the second group did not. Students had a skills and knowledge test administered pre- and post-education, given after initial education and repeated two and four months later to assess retention. Total scores were compared between pre- and post- education, as well as between groups. Results: There was a significant difference in CPR skills and knowledge when comparing pre- and post-education results for all time-points (p<0.001). When assessing retention, no significant difference in mean total scores was observed between the initial post-education as compared to two and four months (p>0.1). Mean total scores compared between groups showed no statistical significance of re-education. However, a statistical significance was noted for AED usage in the repeat education group. Conclusions: Our study indicates significant increase in CPR knowledge and skills following a one-time 45 minute session. Repeat education may be useful as a yearly event, but would need further investigation. If schools across the United States invested one 45-60 minute period a year for each school year, this would ensure widespread CPR knowledge with minimal cost and loss of school time.

Step count for 7th and 8th grade students in structured and unstructured physical education classes

2021 ◽  
Vol 9 (1) ◽  
pp. 54-61
Author(s):  
Necip Demirci ◽  
Refika Yilmaz ◽  
Ayda Karaca
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
School Type ◽  
School Students ◽  
Step Counts ◽  
Significant Difference ◽  
8Th Grade ◽  
Private And Public ◽  
Type Data

The aim of the study was to analyze step counts of middle school students in structured and unstructured physical education classes (PE) according to age, gender, and school type. Data were collected on a sample of 74 students, 40 7th and 34 8th grade students recruited from private and public middle schools. Omron HJ-112 pedometers were used in this study to obtain step counts. There were statistically significant differences between boys and girls in the step counts in both structured and unstructured PE. A significant difference was observed between school types in step counts during structured PE in both genders, while no significant difference was found for unstructured PE. Significant difference was found between step counts of only boys of different grades in unstructured PE. Boys made more steps than girls both in structured and unstructured PE. In structured PE, 7th grade boys reached a higher number of steps than 8th grade boys.

scholarly journals General Attitudes of Middle School Students Towards Physical Education

2012 ◽  
Vol 18 (2) ◽  
pp. 24-32
Author(s):  
David BARNEY ◽  
Robert Christenson
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
The United States ◽  
Physical Education Class ◽  
School Students ◽  
Education Class ◽  
Positive Attitudes ◽  
School Day ◽  
Students Attitudes

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Attitudes are formed by beliefs and experiences a person has had in their life (Silverman & Subramanian, 1999). This principle applies to middle school students’ attitudes in physical education. The purpose of this study was to determine middle school students’ attitudes towards physical education. For this study 227 middle school students in the Midwest of the United States were surveyed, then 28 students were interviewed regarding the attitudes towards physical education. It was found that middle school students tend to have positive attitudes towards physical education more specifically, the student felt that physical education is important their education and that the activities they participate in are fun and the physical education class is an important aspect of a students’ school day. 態度是由個人生活的信念和經驗所形成的(Silverman和Subramanian, 1999)。這一原則適用於初中學生的對體育課的態度。本研究的目的是要確定中學生對體育課的態度。本研究有227名中學生參與，在美國中西部地區進行調查，然後28名學生再進行面訪對體育的態度。結果發現，中學生往往對體育課有積極的態度，學生認為體育是重要的教育，參加活動感覺很有趣，體育課是學生的一個重要學習天。

scholarly journals Comparison of Health Awareness in South Korean Middle School Students According to Type of Online Physical Education Classes during the COVID-19 Pandemic

2021 ◽  
Vol 18 (15) ◽  
pp. 7937
Author(s):  
Jung-In Yoo ◽  
Joung-Kyue Han ◽  
Hyun-Su Youn ◽  
Joo-Hyug Jung
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Disease Management ◽  
Health Awareness ◽  
School Students ◽  
Significant Difference ◽  
And Performance ◽  
Online Group

Coronavirus disease 2019 popularized online classes to prevent educational deficits affected by the pandemic. This study aimed to assess the differences in the importance and performance of health awareness in Korean middle school students according to the types of online physical education classes they attended during the coronavirus disease 2019 pandemic. Overall, 583 participants were selected using a convenience sampling method; the data were obtained through an online survey using Google forms. Frequency analysis, reliability analysis, independent sample t-test, and importance–performance analysis were performed. First, the differences between importance and performance were found to be the most for sleep and physical activity management, and the least for disease and hygiene management. In addition, both groups demonstrated higher importance and performance for hygiene and disease management. There were significant differences in the importance and performance of all the sub-factors. Second, hygiene, disease management, and mental health management were found in quadrant I in both groups, while physical activity, sleep, and dietary habit management were in quadrant III. No factors were in quadrants II and IV. Correspondingly, there was no significant difference in adolescents’ health awareness between the assignment-based online group and interactive online group.

scholarly journals Characterizing Middle School Students' Physical Literacy Development: A Self-Determination Theory-Based Pilot Intervention in Physical Education

2022 ◽  
Vol 3 ◽  
Author(s):  
Yang Liu ◽  
Senlin Chen
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Youth Development ◽  
Self Determination Theory ◽  
The United States ◽  
Self Determination ◽  
Dynamic State ◽  
Physical Literacy ◽  
School Students

Purpose: Positive youth development (PYD) can be achieved through effective and purposeful instructions in physical education (PE) and other relevant experiences both in and beyond schools. Students' PYD is associated with their physical literacy (PL) development, which has become a primary emphasis of PE, especially in the United States, in recent years. This study aimed to (a) characterize middle school students' physical literacy (PL) and (b) capture their PL developing trajectories in light of receiving a self-determination theory (SDT)-based pedagogical workshop, with the long-term vision on PYD.Methods: Participants (N = 226) completed the Canadian Assessment of Physical Literacy (CAPL-2) in physical education (PE). A subsample (n = 49) received four workshop sessions over 8 weeks; and completed the CAPL-2 and participated in focus group interviews before and after the workshop.Results: Both boys and girls' CAPL-2 scores were in the “progressing” stage. Significant differences in PL and PL domains were observed by gender, grade, socioeconomic status (SES), body mass index (BMI), and race/ethnicity. The low PL group showed improvements in PL and PL domains. Interview data delineated positive PL developing trajectories for physical activity (PA) type, frequency, and intensity; perceived motives; and participation barriers.Conclusion: PL is a dynamic state that can be improved through purposeful PE. Future work should examine the effect (and implementation) of opportunities in (e.g., PE) and beyond schools (e.g., youth sports programs) to ultimately advance PYD.

scholarly journals Causal Model of Participation, Perceived Enjoyment and Learning Attitudes in “the 0th Period Physical Education Class” of Middle Schools in South Korea

2021 ◽  
Vol 18 (14) ◽  
pp. 7668
Author(s):  
Wonjae Jeon ◽  
Chanwoo Ahn ◽  
Heonsu Gwon
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Physical Activities ◽  
Physical Education Class ◽  
School Students ◽  
Learning Attitude ◽  
Learning Attitudes ◽  
Education Class ◽  
Perceived Enjoyment

This study aims to establish the basis for the institutional implementation of the 0th period physical education class to promote the health and academic performance of Korean teenagers. To achieve this goal, this study determined the impact of middle school students’ participation in physical activities during the 0th period on perceived enjoyment and learning attitude. To examine the model, 282 questionnaires were collected from middle school students in a metropolitan city in South Korea. The samples were obtained using the convenience sampling method, and correlation analysis and structural equation modeling were performed using SPSS 21.0 and Amos 21.0. The findings are as follows: first, the participation of middle school students in physical activities during the 0th period had a statistically significant effect on perceived enjoyment. Second, perceived enjoyment had no statistically significant effect on learning attitude. Third, participation was shown to have a significant effect on learning attitudes. These findings supported the academic basis for the implementation of the 0th period physical education class for middle school students and application of practical measures to encourage their participation.

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