scholarly journals Physical activity levels in Portuguese high school physical education

2012 ◽  
Vol 18 (2) ◽  
pp. 191-204 ◽  
Author(s):  
José Francisco Filipe Marmeleira ◽  
Nuno Micael Carrasqueira Aldeias ◽  
Pedro Miguel dos Santos Medeira da Graça
Keyword(s):  
Physical Activity ◽  
High School ◽  
Heart Rate ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Perceived Exertion ◽  
Activity Levels ◽  
Task Goal ◽  
Rate Of Perceived Exertion

The main aim of this study was to evaluate the physical activity (PA) levels of high school Portuguese students during physical education (PE) and investigate the association of PA levels with students’ goal orientation and intrinsic motivation. Forty-six students from three high schools participated. Heart rate telemetry and pedometry were used to assess PA and the Borg rate of perceived exertion scale was used to measure perceived exertion. Thirty PE lessons were monitored. The results indicated that high school PE lessons involve low levels of PA. Students engaged in moderate to vigorous PA (MVPA) only in about one-third (29.7 minutes) of the official PE scheduled time (90 minutes) and perceived exertion as light. In general, students seemed to be positively motivated toward PE and mainly task goal orientated. Boys felt more enjoyment/interest and perceived their competence in more positive ways than girls. The number of steps and the rate of perceived exertion were associated with levels of PA measured by heart rate telemetry. Intrinsic motivation and goal orientation were not related with MVPA.

scholarly journals Temporal Trends in the Association between Participation in Physical Education and Physical Activity among U.S. High School Students, 2011–2017

2020 ◽  
Vol 17 (7) ◽  
pp. 2357 ◽  
Author(s):  
Seungho Ryu ◽  
Paul Loprinzi ◽  
Heontae Kim ◽  
Minsoo Kang
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Temporal Trends ◽  
Physical Activity Guideline ◽  
Activity Levels ◽  
School Students ◽  
Physically Active ◽  
Education Participation

The purpose of this study was to assess trends in physical education and physical activity among U.S. high school students from 2011 to 2017, respectively, and to evaluate temporal trends in the relationship between physical education class participation and physical activity levels. Data from a total of 51,616 high school students who participated in the Youth Risk Behavior Surveillance System (YRBSS) from 2011 to 2017 were analyzed for this study. Physical education was measured as follows: In an average week when you are in school, on how many days do you go to physical education classes? Physical activity was measured as follows: During the past 7 days, on how many days were you physically active for a total of at least 60 min per day? Meeting physical activity guideline was defined as engaging in 7 days per week of at least 60 min per day. Across the 2011–2017 YRBSS, there were no linear (p = 0.44)/quadratic trends (p = 0.37) in physical education and linear (p = 0.27)/quadratic trends (p = 0.25) in physical activity, respectively. Regarding the trends in the association between physical education and physical activity, there were no statistically significant linear (unstandardized regression coefficient (b) = 0.013, p = 0.43) or quadratic (p = 0.75) trends; however, at the sample level, there was a slight increase in the odds ratio effect sizes from 2011 to 2017 (ES = 1.80–1.98). The pooled association between physical education participation and physical activity was statistically significant, OR = 1.88, 95% CI = 1.75–2.03, p < 0.001. That is, on average across the four YRBSS cycles, students who participated in physical education had 1.88 times higher odds of meeting physical activity guideline when compared to students who did not participate in physical education. The trends of physical education and physical activity did not change between 2011 and 2017. Overall, we observed a significant relationship between participation in physical education and physical activity. There was a non-significant yet stable trend of association between participation in physical education and physical activity over time.

Free-Living Pedometer Step Counts of High School Students

2004 ◽  
Vol 16 (1) ◽  
pp. 44-53 ◽  
Author(s):  
Bridgette E. Wilde ◽  
Charles B. Corbin ◽  
Guy C. Le Masurier
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Moderate Activity ◽  
Activity Levels ◽  
School Students ◽  
Free Living ◽  
Steps Per Day ◽  
Activity Recommendations

The purpose of this study was to examine the pedometer-measured physical activity levels of high school students (Grades 9–12). Comparisons were made between sexes, among grades, among groups based on level of participation in sport and physical education, and among groups based on levels of self-reported physical activity (based on questions from the National Youth Risk Behavior Surveillance System). Participants wore sealed pedometers for 4 consecutive school days. Results indicated no differences among days of monitoring but did show significant differences in mean steps per day between sexes, among grades, and among activity levels. Males took more steps per day than females did, and 10th graders took more steps than 12th graders did. Teens involved in sport and physical education took more steps than did those not involved. Teens who reported meeting both moderate and vigorous activity recommendations were most active, followed by teens meeting recommendations for moderate activity.

Girls’ Physical Activity during High School Physical Education: Influences of Body Composition and Cardiorespiratory Fitness

2003 ◽  
Vol 22 (4) ◽  
pp. 382-395 ◽  
Author(s):  
Stuart J. Fairclough
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Cardiorespiratory Fitness ◽  
Body Fat ◽  
Treadmill Running ◽  
Activity Levels ◽  
Class Time ◽  
High School Physical Education ◽  
Intensity Physical Activity

This study assessed the physical activity levels of 20 high school girls (age 13 years, SD = 1.1) during physical education classes, over an 8-month period. Physical activity was measured by heart rate telemetry and accelerometry. Skinfold measurements were used to estimate percent body fat, and peak VO2 was assessed by maximal treadmill running. Girls engaged in moderate-to-vigorous intensity physical activity (MVPA) for 38.5% of class time and produced 961.8 vector magnitude (Vmag) counts · min−1. Body fat was inversely correlated with Vmag counts · min−1 (r = −.65, p < .01) and peak VO2 (r = −.65, p < .01). Girls’ MVPA in physical education did not meet the Healthy People 2010 50% of class time criterion. Body fat significantly predicted 42% of the variance in Vmag counts · min−1. Cardiorespiratory fitness appeared not to influence physical activity during physical education, regardless of measurement method. Girls’ physical activity in physical education may be improved if schools advocate planned lesson outcomes that aim to maximize opportunities for physical activity.

Children’s Heart Rates during British Physical Education Lessons

1997 ◽  
Vol 16 (3) ◽  
pp. 357-367 ◽  
Author(s):  
Gareth Stratton
Keyword(s):  
Physical Activity ◽  
Heart Rate ◽  
Physical Education ◽  
Cardiorespiratory Fitness ◽  
Age Groups ◽  
Track And Field ◽  
Activity Levels ◽  
Heart Rates ◽  
Physical Activity Levels

The purpose of this study was to assess the physical activity levels of schoolchildren during physical education lessons, using heart rate telemetry. Girls (n = 108) and boys (n = 69), age 9 to 15 years, were assessed over 66 physical education lessons. Lessons that achieved a heart rate (HR) of ≥ 150 bpm for 20 minutes or 50% of lesson time were deemed sufficiently active to promote cardiorespiratory fitness. Netball, 11- to 12-year-old girls’ gymnastics, and soccer lessons achieved the HR ≥ 150 level for over 50% of lesson time. A Sex × Age × Lesson Activity ANOVA indicated significant overall interaction for sex, age, and lesson activity for the percentage of lesson time spent in HR ≥ 150. Significant differences between age groups and lesson activities were evident. Invasion games seem more likely to attain MVPA goals than are dance, track and field, fitness, or gymnastics lessons.

Feasibility study of perceived exertion and heart rate of children with ASD during swimming

2019 ◽  
Vol 18 (2) ◽  
pp. 29-37
Author(s):  
Lisa Mische Lawson, PhD, CTRS ◽  
Caitlin Lisk, MSW
Keyword(s):  
Physical Activity ◽  
Heart Rate ◽  
Perceived Exertion ◽  
Vigorous Physical Activity ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Future Research ◽  
Activity Levels ◽  
Children With Asd ◽  
Effort Rating

This study explored the feasibility of manual heart rate and the Pictorial Children’s Effort Rating Table (PCERT) to measure moderate to vigorous physical activity (MVPA) in children with autism spectrum disorder (ASD). Sixteen children with ASD participated in weekly, 30-minute Sensory Enhanced Aquatics swimming lessons. Swim instructors measured heart rate, and swimmers rated their physical activity levels using the PCERT. Results showed swimmers’ heart rate and perceived exertion significantly increased from the beginning to the end of lessons. However, both measures were difficult to implement, indicating they may not be feasible for this population. Future research should investigate alternative objective measures to quantify MVPA with the ASD population with use of devices such as the Garmin Swim, Fit Bit, or Actigraph.

The Effects of Choice on Autonomous Motivation, Perceived Autonomy Support, and Physical Activity Levels in High School Physical Education

2013 ◽  
Vol 32 (2) ◽  
pp. 131-148 ◽  
Author(s):  
Yew Meng How ◽  
Peter Whipp ◽  
James Dimmock ◽  
Ben Jackson
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Autonomy Support ◽  
Intervention Group ◽  
Autonomous Motivation ◽  
Control Group ◽  
Activity Levels ◽  
High School Physical Education ◽  
Perceived Autonomy Support

This study examined whether the provision of choice in physical education (PE) enhanced students’ autonomous motivation, perceived autonomy support, and physical activity (PA) levels, relative to a “regular PE” control group. Students from eight intact high school PE classes (N = 257, Mage = 12.91) were randomly assigned to control (i.e., four classes) and intervention (i.e., four classes) conditions. Students in the intervention group were given a unique opportunity to choose their preferred participatory role in their PE units, while control students participated in normal teacher-led PE, and data were collected over a 15-week program (i.e., three units of five weeks each). The results indicated that a lack of choice in PE aligned with less positive perceptions of autonomy support among students within the control group, compared with their counterparts in the intervention group. In some choice formats, students exhibited significantly higher PA levels than students who undertook normal PE. These findings indicate that offering choice in high school PE lessons may encourage perceptions of autonomy support and levels of in-class physical activity.

Physical Activity Levels in Middle and High School Physical Education: A Review

2005 ◽  
Vol 17 (3) ◽  
pp. 217-236 ◽  
Author(s):  
Stuart Fairclough ◽  
Gareth Stratton
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Intervention Strategies ◽  
Activity Levels ◽  
Class Time ◽  
School Based ◽  
High School Physical Education ◽  
Movement Activities

Forty studies reporting physical activity during middle and high school physical education (PE) classes were reviewed. Students engaged in moderate-to-vigorous physical activity (MVPA) for 27% to 47% of class time. Intervention strategies were successful in increasing MVPA. During nonintervention classes the highest levels of MVPA occurred in invasion games and fitness activities. Movement activities stimulated the lowest levels. Boys and girls spent 40% of class time in MVPA. Differences in MVPA during PE were also methodology dependent. PE classes can complement other school-based opportunities to contribute to young people’s daily physical activity.

scholarly journals Perceptions of Controlling Teaching Behaviors and the Effects on the Motivation and Behavior of High School Physical Education Students

2018 ◽  
Vol 15 (10) ◽  
pp. 2288 ◽  
Author(s):  
Juan Moreno-Murcia ◽  
Elisa Huéscar Hernández ◽  
Lorena Ruiz
Keyword(s):  
Physical Activity ◽  
High School ◽  
Life Satisfaction ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Subject Matter ◽  
Education Students ◽  
Physical Education Students ◽  
High School Physical Education ◽  
The Subject

The purpose of this study was to examine the effects of controlling teacher behavior on high school physical education students’ global intrinsic motivation, perceptions of the importance of the subject matter, intentions to be physically active, level of physical activity, and life satisfaction. The sample in this study was comprised of 416 Spanish high school students. Support for the study’s expectations was provided through structural regression analysis. The analysis revealed that a controlling teaching style was negatively associated with the global intrinsic motivation of the students. In turn, global intrinsic motivation predicted the perceived importance of the subject matter, which explained physical activity intentions. Physical activity intentions were positively associated with level of physical activity, which, in turn, explained life satisfaction. The knowledge obtained in this study can be of benefit to teachers and can be beneficial to the design of more adaptive learning environments for students.

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