Physical activity levels during adventure-physical education lessons

2012 ◽  
Vol 18 (2) ◽  
pp. 245-257 ◽  
Author(s):  
Jeffrey Gehris ◽  
Elizabeth Myers ◽  
Robert Whitaker
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Physical Development ◽  
Activity Levels ◽  
Instruction Time ◽  
Physical Activity Levels ◽  
The Mean

Adventure-physical education has been proposed to promote adolescents’ physical development, but little is known about physical activity levels during such lessons. Using the System for Observing Fitness Instruction Time, we observed students’ (ages 11–14 years) physical activity levels in co-educational classes during 43 adventure-physical education lessons at seven public schools. The mean percentage (±SD) of time spent in moderate-to-vigorous physical activity (MVPA) was 28.3% (±16.3%). The greatest percentage of lesson time was spent in two activities—high elements (24.1% ± 36.5%) and initiatives (22.3% ± 32.4%). When data were aggregated across all lessons, 40.0% of the time in high elements and 13.7% of the time in initiatives was spent in MVPA. Of all MVPA time, 31.5% occurred in high elements and another 12.6% in initiatives. Compared with traditional physical education lessons, less time is spent in MVPA during adventure lessons. Efforts to increase MVPA should target high elements and initiative activities.

RESEARCH NOTE: Physical Activity Levels in Elementary-School Physical Education: A Comparison of Swimming and Nonswimming Classes

2004 ◽  
Vol 23 (3) ◽  
pp. 252-263 ◽  
Author(s):  
Greet Cardon ◽  
Stefanie Verstraete ◽  
Dirk De Clercq ◽  
Ilse De Bourdeaudhuij
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Activity Levels ◽  
Physical Education Class ◽  
Instruction Time ◽  
Elementary Physical Education ◽  
Education Class ◽  
Physical Activity Levels ◽  
Preliminary Study

The main goal of the current study was to compare physical activity levels during swimming and nonswimming elementary physical education classes. We conducted a preliminary study and found that the System for Observing Fitness Instruction Time (SOFIT) could be used to register physical activity engagement levels in swimming classes. Thirty-nine classes, involving 8- to 12-year olds, participated in one swimming and one nonswimming physical education class. Classes were videotaped and physical activity levels for 234 students were quantified using SOFIT. Students engaged in more moderate-to-vigorous physical activity during swimming classes than during nonswimming classes. As a consequence, we advocate the inclusion of swimming lessons in physical education. Because the average engagement in moderate-to-vigorous physical activity was lower than the recommended 50% in 41% of swimming classes and in 77% of the nonswimming classes, however, comprehensive efforts are needed to increase physical activity levels during both types of elementary physical education classes.

scholarly journals Objectively measured physical activity levels in physical education classes and body mass index (Niveles de actividad física medida objetivamente en las clases de educación física y el índice de masa grasa)

Retos ◽  
2016 ◽  
pp. 271-274
Author(s):  
Manuela Costa ◽  
Tânia Oliveira ◽  
Jorge Mota ◽  
Maria Paula Santos ◽  
José Carlos Ribeiro
Keyword(s):  
Physical Activity ◽  
Body Mass Index ◽  
Public Schools ◽  
Physical Education ◽  
Body Mass ◽  
Vigorous Physical Activity ◽  
The Body ◽  
Activity Levels ◽  
Relative Contribution ◽  
Objectively Measured

Objective: The objective of this study was twofold. First, analyze physical activity (PA) levels during physical education (PE) with different durations (45 and 90 minutes) according to student’s obesity status. Secondly, we examine the relative contribution of 45 and 90 minutes PE (45PE and 90PE) for the compliance of the daily PA recommendations according to the body mass index (BMI). Methods: Four public schools were analyzed. The sample comprised 472 youngsters (266 girls) aged between 10 and 18 years old. PA was assessed using an Actigraph accelerometer. The participants were categorized as non-overweight (NOW) and overweight/obese (OW) according to the sex-adjusted BMI. Results: The proportion of Moderate and Vigorous Physical Activity (MVPA) was lower than the 50% recommended by guidelines regardless the PE duration. Our data showed that only 26% of NOW and 13% of OW in the 45PE achieved the recommended levels while 17% of NOW and 11% of OW achieved the recommendation in 90PE. Overall, the 90PE had a higher absolute contribution for daily MVPA recommendations compliance than 45PE. Conclusion: During PE classes youngsters spent a reduced amount of time in MVPA, independently of their weight status.Resumen. Objetivo: Este estudio tiene un doble objetivo. En primero lugar, analizar los niveles de la actividad física durante la educación física con diferentes duraciones (45 y 90 minutos) de acuerdo con el estado de la obesidad de los alumnos. En segundo lugar, se analiza la contribución relativa de 45 y 90 minutos de la educación física para el cumplimiento de las recomendaciones diarias de actividad física según el índice de masa grasa. Métodos: cuatro escuelas públicas fueran analizadas. La muestra fue de 472 jóvenes (266 chicas) con edades entre los 10 y 18 años. La actividad física fue medida utilizando un acelerómetro Actigraph. Los participantes fueran clasificados como sin sobrepeso y con sobrepeso/obesidad de acuerdo con el índice de masa grasa ajustado al género. Resultados: La proporción de la actividad física moderada y vigorosa fue inferior al 50% recomendado por las recomendaciones independiente de la duración de la clase de educación física. Nuestros datos muestran que solo unos 26% de los niños sin sobrepeso y unos 13% de niñoss con sobrepeso/obesidad llegaron al los niveles recomendados en las clases de 45 min, mientras el 17% de los jóvenes sin sobrepeso y el 11% con sobrepeso/obesidad han logrado las recomendaciones en las clases de 90 min. En general, las clases de 90 min tienen una mayor contribución para cumplimiento de las recomendaciones diarias de actividad física moderada a vigorosa do que las clases de 45 min. Conclusión: Durante las clases de educación física los jóvenes tuvieran una cantidad reducida de tiempo en actividad física moderada a vigorosa, independiente de su estado de peso.

scholarly journals Gender and School-Level Differences in Students’ Moderate and Vigorous Physical Activity Levels When Taught Basketball Through the Tactical Games Model

2016 ◽  
Vol 35 (4) ◽  
pp. 349-357 ◽  
Author(s):  
Stephen Harvey ◽  
Megan L. Smith ◽  
Yang Song ◽  
David Robertson ◽  
Renee Brown ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
School Level ◽  
Fifth Grade ◽  
Elementary Level ◽  
Activity Levels ◽  
Cognitive Components ◽  
Physical Activity Levels ◽  
Tactical Games

The Tactical Games Model (TGM) prefaces the cognitive components of physical education (PE), which has implications for physical activity (PA) accumulation. PA recommendations suggest students reach 50% moderate-vigorous physical activity (MVPA). However, this criterion does not indicate the contribution from vigorous physical activity (VPA). Consequently, this study investigated: a) the effects of TGM delivery on MVPA/VPA and, b) gender/school level differences. Participants were 78 seventh and 96 fourth/fifth grade coeducational PE students from two different schools. Two teachers taught 24 (middle) and 30 (elementary) level one TGM basketball lessons. Students wore Actigraph GT3× triaxial accelerometers. Data were analyzed using four one-way ANOVAs. Middle school boys had significantly higher MVPA/VPA (34.04/22.37%) than girls (25.14/15.47%). Elementary school boys had significantly higher MVPA/VPA (29.73/18.33%) than girls (23.03/14.33%). While TGM lessons provide a context where students can accumulate VPA consistent with national PA recommendations, teachers need to modify lesson activities to enable equitable PA participation.

scholarly journals Physical Activity Levels in Physical Education Lessons at Singapore Primary School

2021 ◽  
Vol 1 (2) ◽  
pp. 118-123
Author(s):  
Nur Syahida Binte Jamaluddin ◽  
Masato Kawabata
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Vigorous Physical Activity ◽  
Activity Levels ◽  
Dominant Hand ◽  
Physical Activity Intensity ◽  
Activity Intensity ◽  
Physical Activity Levels

Physical education (PE) lessons are the appropriate occasions to promote physical activity for children. Although the moderate-to-vigorous physical activity (MVPA) levels during PE lessons were investigated in several countries, MVPA levels during PE lessons were never reported at Singapore primary schools. Therefore, the present study aimed to investigate physical activity intensity levels during PE lessons at a Singapore primary school. A total of 93 students (40 girls) voluntary participated in the study: 28 in Grade 1, 39 in Grade 4, and 26 in Grade 6. They were asked to wear an accelerometer on their non-dominant hand in two PE lessons to measure physical activity levels objectively. They also completed questionnaires on their experiences during the PE lessons. The average of the MVPA levels time (%) in the scheduled lesson time across the three grades was 46.98 ± 5.25%, but the average of the MVPA levels time (%) in the actual lesson time was 69.74 ± 7.31%. These results indicated that it would be possible to achieve the recommended MVPA time in PE lessons. The findings of this study would be useful for PE teachers to reflect whether their PE lessons are efficient to promote primary school student’s physical activity levels.

scholarly journals Are neighbourhood characteristics associated with physical activity levels in schoolchildren?

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
Gulin Kaya ◽  
Pinar Ay ◽  
Seyhan Hidiroglu
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Public Health Problem ◽  
Traffic Density ◽  
Activity Levels ◽  
Cross Sectional ◽  
Sports Teams ◽  
Physical Activity Levels ◽  
Neighbourhood Characteristics

Abstract Background Moderate-vigorous physical activity (MVPA) is an essential determinant of health for children. However 82% of children aged 11-17 years in Turkey are physically inactive. The objective of this study was to determine the prevalence of physical inactivity (PI) and sociodemographic and neighbourhood characteristics associated with PI among children aged 9-13 years. Methods The population of this cross-sectional study was 5-7th grade students attending schools in a district of Istanbul. Two schools from urban and two from semi-urban localities were selected in order to capture different neighbourhood characteristics. Sample size was calculated as 344 assuming a difference of PI prevalence of 15% between neighbourhoods, an alpha error of 0.05, a power of 80%. Data were collected by child and parent questionnaires. PI was defined as < 60 minutes MVPA per day within the previous week. Neighbourhood characteristics were evaluated as physical (walkability levels, structure of sidewalks, presence of yards/parks, traffic density) and social (characteristics of social networks, trust among neighbours). Factors associated with PI were analysed by logistic regression. Results A total of 334 students participated with a response rate 96%. The median age was 11 years and 52.9% were girls. The prevalence of PI was 79.3% (95%CI: 75.0-83.7%). Neighbourhood characteristics were not associated with PI (p > 0.05). PI was associated with ownership of mobile phones (OR: 1.96, 95%CI: 1.01-3.78), not being a member of a sports team (OR: 2.83, 95%CI: 1.21-6.58) and having ≤1 day of physical education classes at school (OR: 2.10, 95%CI: 1.08-4.09). Conclusions The prevalence of PI is very high among schoolchildren. School-based interventions as motivating children to participate in sports teams and having physical education classes >1 times per week could be achievable strategies to combat PI. There is a need to adapt objective methods for assessment of neighbourhood characteristics. Key messages PI is a prevalent public health problem among school children in urban and semi-urban environments. The effectiveness of increasing structured physical activity levels at schools by utilizing sports teams and physical education classes should be evaluated in future studies.

scholarly journals Physical activity and quality of life in persons with visual impairment: an observational study

2019 ◽  
Vol 29 (3) ◽  
pp. 33838
Author(s):  
Nayron Medeiros Soares ◽  
Gabriela Magalhães Pereira ◽  
Lauriston Emmanoel Barros Soares ◽  
Narrycia Medeiros Soares ◽  
Capitulino Camargo Júnior ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Visual Impairment ◽  
Vigorous Physical Activity ◽  
Assessment Instrument ◽  
Life Assessment ◽  
Activity Levels ◽  
Physical Activity Levels ◽  
The Mean

AIMS: Little evidence demonstrates the influence of physical activity habits on the quality of life of people with visual impairment (VI). To gain a broader understanding, this study attempted to verify the relation between the habits of physical activity and quality of life in people with VI.METHODS: The sample consisted of 53 visually impaired volunteers. The Clinical and Sociodemographic Assessment Sheet, the International Physical Activity Questionnaire short version and the Quality of Life Assessment Instrument (WHOQOL-Bref) were used.RESULTS: The mean age was 42.39±2.10 years, with a predominance of males and the mean Body Mass Index was 27.55±0.76. Predominant physical activity levels were between moderate to high. Males presented significantly higher levels of vigorous physical activity (p=0.033) and higher scores in WHOQOL-Bref, when compared to the female sex.CONCLUSION: The higher the physical activity levels of this population with VI, the better the quality of life. The participants had a predominance of moderate to high physical activity, as well as, the male presented higher levels of physical activity, when compared with the female in vigorous activities.

Students’ Physical Activity Levels and Teachers’ Active Supervision during Fitness Instruction

1998 ◽  
Vol 18 (1) ◽  
pp. 57-75 ◽  
Author(s):  
Hans van der Mars ◽  
Paul Darst ◽  
Bill Vogler ◽  
Barbara Cusimano
Keyword(s):  
Physical Activity ◽  
Vigorous Physical Activity ◽  
Corrective Feedback ◽  
Activity Level ◽  
Physical Educators ◽  
Activity Levels ◽  
Time Activity ◽  
Instruction Time ◽  
Physical Activity Levels ◽  
Peripheral Areas

Active supervision patterns of 18 elementary physical educators were studied in relation to physical activity levels of 3 students per teacher (n = 54) during allotted fitness time. Activity level was measured using the system for observing fitness instruction time (SOFIT) activity categories. Results showed that during fitness instruction teachers spent over 90% of the time in peripheral areas of the gym, actively moved about (7.9 sector changes per minute), and provided augmented feedback to students (3.7 total rpm). Students’ most predominant activity levels were very active, standing, and walking, respectively. Students’ moderate to vigorous physical activity (MVPA) levels averaged 51.9%. Higher percentages of peripheral positioning and demonstrating by teachers correlated with lower amounts of standing still and higher amounts of very active and MVPA behavior. Higher rates of corrective feedback correlated with higher levels of students’ walking and MVPA behavior.

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>physical education>school recess; percentage: Physical education>after-school time=school recess, p<.001) as well as a gender-related influence (boys>girls, p<.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.

Knowledge in Action: Fitness Lesson Segments That Teach Health-Related Fitness in Elementary Physical Education

2016 ◽  
Vol 35 (1) ◽  
pp. 16-26 ◽  
Author(s):  
Michael G. Hodges ◽  
Pamela Hodges Kulinna ◽  
Hans van der Mars ◽  
Chong Lee
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Linear Models ◽  
Vigorous Physical Activity ◽  
School Level ◽  
Activity Levels ◽  
Elementary Physical Education ◽  
Physical Activity Levels ◽  
Health Related ◽  
Health Related Fitness

The purpose of this study was to determine students’ health-related fitness knowledge (HRFK) and physical activity levels after the implementation of a series of fitness lessons segments called Knowledge in Action (KIA). KIA aims to teach health-related fitness knowledge (HRFK) during short episodes of the physical education lesson. Teacher participants from one district (N = 10) were randomly assigned into either the intervention or comparison group. Intervention teachers used the KIA fitness lessons during fifth grade students’ physical education classes. These teachers received training sessions, teaching materials, and YouTube videos that modeled the KIA fitness lessons. Intervention fidelity was assessed through observations and a fidelity checklist. Students’ physical activity levels were measured using accelerometers and HRFK was examined by PE Metrics 28-question pencil and paper test. General linear models (GLM) and Hierarchical linear models (HLM) were used to examine group differences. Intervention students had a 3.4 (20%) greater unit improvement in HRFK scores when compared with their comparison counterparts (p < .001), at the school level. Student activity levels of moderate-vigorous physical activity (MVPA) time were similar in both groups (p = .64). Teachers can use the KIA fitness lesson segments or similar strategies to effectively teach HRFK in elementary physical education classes.

SOFIT: System for Observing Fitness Instruction Time

1992 ◽  
Vol 11 (2) ◽  
pp. 195-205 ◽  
Author(s):  
Thomas L. McKenzie ◽  
James F. Sallis ◽  
Philip R. Nader
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Direct Observation ◽  
Fourth Grade ◽  
Teacher Behavior ◽  
Activity Levels ◽  
Observation Instrument ◽  
Instruction Time ◽  
Context Variables ◽  
Physical Activity Levels

This paper describes SOFIT (System for Observing Fitness Instruction Time), an observation instrument designed to assess variables associated with students’ activity levels and opportunities to become physically fit in physical education. SOFIT involves the direct observation of classes while simultaneously recording student physical activity levels, curriculum context variables, and teacher behavior. The paper reports the reliability, validity, and feasibility of using the instrument, as well as data from using SOFIT to assess 88 third- and fourth-grade classes.

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