scholarly journals Origins of perceived physical education ability and worth among English adolescents

2016 ◽  
Vol 24 (2) ◽  
pp. 165-180 ◽  
Author(s):  
Toni Hilland ◽  
Nicola Ridgers ◽  
Gareth Stratton ◽  
Zoe Knowles ◽  
Stuart Fairclough
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Activity Promotion ◽  
Self Esteem ◽  
Higher Order ◽  
Focus Group Interviews ◽  
Expectancy Value ◽  
Activity Promotion ◽  
Group Interviews ◽  
Feedback Perceptions

Predisposing factors of perceived physical education (PE) ability and perceived PE worth within the Youth Physical Activity Promotion Model are positively associated with young people’s daily physical activity. The aim of this study was to qualitatively investigate the origins of students’ perceived PE ability (perceived competence and self-esteem) and perceived PE worth (attitude and enjoyment). Fifty-three PE students, aged 12–14 years (mean = 13.18), participated in semi-structured focus group interviews, which were recorded, transcribed and analysed inductively and deductively and represented as pen profiles. Analysis revealed three higher order themes relating to perceived PE ability (external feedback, perceptions of (in)competence and comparison against peers), and three higher order themes underpinning perceived PE worth (PE teachers, expectancy–value relationship and the physical experience of PE). PE should be perceived as interesting, relevant and meaningful by students and provide appropriate opportunities for success so as to influence lifetime physical activity habits.

scholarly journals Relación entre la actividad física escolar y extraescolar en estudiantes de escuelas públicas chilenas (Relationship between school and out-of-school physical activity in Chilean public school children)

Retos ◽  
2019 ◽  
pp. 393-399
Author(s):  
Michelle Marambio Miranda ◽  
Tamara Núñez Fernández ◽  
Jaime Ramírez Guajardo ◽  
Pablo Ramírez Eyraud ◽  
Ximena Alejandra Palma Leal ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
School Children ◽  
School Context ◽  
Physical Activity Promotion ◽  
Activity Levels ◽  
Physically Active ◽  
Activity Promotion ◽  
Las Mujeres ◽  
High Level

Introducción: La Educación Física escolar y extraescolar es una oportunidad para promover estilos de vida activos en escolares, propiciando un desarrollo saludable y prevención de enfermedades asociadas a la inactividad física. Objetivo: comparar los niveles de actividad física dentro y fuera de la escuela, en una muestra representativa de niños escolares participantes de un programa de promoción de actividad física. Métodos: un total de 318 niños y niñas (7 a 14 años) participaron de este estudio. Los participantes voluntariamente completaron el cuestionario PAQ-C, para determinar la actividad física realizada en los últimos 7 días. Se analizaron las variables mediante comparación de varianzas y las medias a través de la prueba T-student, del software SPSS V20. Resultados: La actividad física por sexo, presentó valores de medias similares, exceptuando la realizada en las tardes, en donde las mujeres realizaron mayor actividad física (p=0,006). Además, los días sábados, los niños realizaron más actividad física que las niñas (p=0,001). En cuanto a las preferencias de actividades, el baile es la principal opción en niñas y el fútbol la principal en niños (p=0,000). Se logró establecer una contribución de las clases de Educación Física en conjunto con las sesiones de las escuelas deportivas integrales en relación a la práctica total, siendo la media 4,2 entrando en la categoría: alto nivel de actividad física. Conclusión: La clase de Educación Física junto a las sesiones de las escuelas deportivas contribuye positivamente a la actividad física total.Abstract. Introduction: School and extracurricular physical education is an opportunity to promote active lifestyle in schoolchildren, fostering healthy growth and prevention of diseases associated with physical inactivity. Objective: to compare physical activity levels inside and out of the school context, in a representative sample of school children participating in a physical activity promotion program. Methods: a total of 318 boys and girls (7 to 14 years old) participated in this study. The participants voluntarily completed the PAQ-C questionnaire to determine their physical activity in the last 7 days. The variables were analyzed by means of comparison of variances and means through the T-student test on the SPSS V20 software. Results: By gender, physical activity presented values similar levels, except for that performed in the afternoons, where girls were more physically active (p= .006). In addition, on Saturdays, boys performed more physical activity than girls (p = .001). Regarding activity preferences, dance activities are preferred by girls whilst boys preferred soccer (p = .000). A contribution of physical education classes in combination with the sessions from comprehensive sports academies was detected regarding total practice, the average being 4.2, meaning that the category was “high level of physical activity”. Conclusion: physical education classes along with sessions from sports academies contributes positively to the total physical activity.

Partnerships for active elementary schools: Physical education outcomes after 4 months of a 2-year pilot study

2017 ◽  
Vol 76 (7) ◽  
pp. 763-774 ◽  
Author(s):  
R. Glenn Weaver ◽  
Collin Webster ◽  
Catherine Egan ◽  
Carolina Campos ◽  
Robert D Michael ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
Pilot Study ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Community Based Participatory Research ◽  
Physical Activity Promotion ◽  
Activity Promotion ◽  
Promotion Strategies ◽  
The Impact

Objective: This study assessed the impact of Partnerships for Active Children in Elementary Schools (PACES) on children’s moderate-to-vigorous physical activity (MVPA) during physical education (PE) and teachers’ incorporation of physical activity promotion strategies after one academic semester (i.e. 4 months) of the intervention. Design: Single group pre–post pilot study. Setting: Three elementary schools in one southeastern metropolitan city in the USA. Methods: Using principles of community-based participatory-research, researchers worked with teachers to identify contextually appropriate physical activity promotion strategies aligned with prevailing recommendations, principles and theories. Outcome measures included accelerometer-derived percent of time children ( N = 150) engaged in MVPA. The System for Observing Fitness Instruction Time+ assessed changes in teachers’ incorporation of physical activity promotion strategies. Multi-level mixed-effects linear regression estimated differences over time. Results: MVPA increased for girls (22.7%–26.6%) and boys (33.2%–39.0%). Small-sided games (1.0%–9.0%) and teachers’ verbal promotion of physical activity (6.4%–13.5%) increased while student’s off-task behaviour (6.0%–2.0%) decreased. Lines (20.2%–8.4%) and elimination games (21.6%–13.3%) decreased, but these changes were not statistically significant. Conclusion: PACES shows promise for increasing the percent of time children spend in MVPA during PE but requires further evaluation.

Initial Outcomes of a Participatory-Based, Competency-Building Approach to Increasing Physical Education Teachers’ Physical Activity Promotion and Students’ Physical Activity: A Pilot Study

2017 ◽  
Vol 45 (3) ◽  
pp. 359-370 ◽  
Author(s):  
R. Glenn Weaver ◽  
Collin A. Webster ◽  
Michael W. Beets ◽  
Keith Brazendale ◽  
Jessica Chandler ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Confidence Interval ◽  
Mixed Model ◽  
Teacher Practices ◽  
Vigorous Physical Activity ◽  
Physical Activity Promotion ◽  
Outcome Data ◽  
Activity Promotion ◽  
School Day

This study examined the initial effects of a participatory-based, competency-/skill-building professional development workshop for physical education (PE) teachers on the use of physical activity (PA) promotion practices (e.g., eliminating lines, small-sided games) and students’ moderate-to-vigorous physical activity (MVPA). A total of 823 students (52.8% boys) wore accelerometers at baseline (fall 2015) and outcome (spring 2016) on PE and non-PE days. The System for Observing Fitness Instruction Time+ measured changes in PA promotion practices. Teachers ( n = 9) attended a 90-minute workshop prior to outcome data collection. Mixed-model linear regressions estimated changes in teacher practices and students’ MVPA. Three of the nine targeted PA promotion practices changed in the desired direction (i.e., p < .05; increased motor content and lessons taught outdoors, reduced activities with lines), with three more teacher practices trending in the desired direction (i.e., reduced management time and activities with elimination, increased small-sided games). During PE, boys and girls increased MVPA by 2.0 (95% confidence interval [1.1, 3.0]), and 1.3 (95% confidence interval [0.5-2.0]) minutes, respectively. However, there were no statistically significant changes in boys’ or girls’ MVPA during the school day. Greater implementation of promotion practices by the PE teachers was associated with boys’, but not girls’, MVPA during PE. Girls in high- and low-implementing teachers’ lessons experienced increases in MVPA, suggesting that even small changes in PA promotion practices can increase girls’ MVPA during PE. Overall, the workshops were effective at increasing teachers’ PA promotion and students’ MVPA in PE. Other school-based strategies that complement and extend efforts targeting PE are recommended to increase children’s total daily PA.

‘Drawing’ conclusions

2017 ◽  
Vol 24 (4) ◽  
pp. 449-466 ◽  
Author(s):  
Melissa Parker ◽  
Ann MacPhail ◽  
Mary O’Sullivan ◽  
Déirdre Ní Chróinín ◽  
Eileen McEvoy
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Primary School ◽  
Phase 1 ◽  
Primary School Children ◽  
Focus Group Interviews ◽  
Education Data ◽  
Group Interviews ◽  
Gendered Patterns ◽  
The Relationship

This study explores the relationship between primary school physical education and physical activity as sites for the practice of physical activity of Irish primary school children. Understanding how children make connections between physical activity sites is important in shaping physical education experiences that promote lifelong participation. Children’s (aged 8–11) awareness, knowledge, and understanding of physical activity and physical education were examined using participatory methods of ‘draw and write’ ( n = 135) and focus group interviews ( n = 34). In Phase 1, data collection focused on physical activity, while Phase 2 focused on physical education and connections between physical activity and physical education. Data were analysed using a general inductive approach. Data analysis resulted in four themes: gendered patterns of participation; connections between physical education and physical activity; the nature and choice of participation in activities; and perceptions of ability. Children had varying understandings of the connections between their participation in physical education and physical activity. These findings highlight the importance of supporting all children to make explicit connections between their learning in physical education and their wider physical activity participation. An implication of the findings is that children need to be explicitly prompted to engage in physical activity. Without such encouragement, children are unlikely to draw linkages between physical activity and physical education.

scholarly journals Associations Between Selected Demographic, Biological, School Environmental and Physical Education Based Correlates, and Adolescent Physical Activity

2011 ◽  
Vol 23 (1) ◽  
pp. 61-71 ◽  
Author(s):  
Toni A. Hilland ◽  
Nicola D. Ridgers ◽  
Gareth Stratton ◽  
Stuart J. Fairclough
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Demographic Factors ◽  
Physical Activity Promotion ◽  
Self Report ◽  
Adolescent Physical Activity ◽  
School Based ◽  
Activity Promotion ◽  
Youth Physical Activity ◽  
Specific Enhancement

The study investigated associations between selected physical activity correlates among 299 adolescents (90 boys, age 12–14 years) from 3 English schools. Physical activity was assessed by self-report and accelerometry. Correlates represented biological, predisposing, and demographic factors as described in the Youth Physical Activity Promotion Model. Boys engaged in more self-reported (p < .01) and accelerometer assessed physical activity than girls (p = .02). Positive associations between sex (male), BMI, Perceived PE Ability, Perceived PE Worth, number of enrolled students, and physical activity outcomes were evident (p < .05). School-based physical activity promotion should emphasize sex-specific enhancement of students’ perceived PE competence and enjoyment.

Preservice Physical Education Teachers’ Service Learning Experiences Related to Comprehensive School Physical Activity Programming

2017 ◽  
Vol 36 (4) ◽  
pp. 430-444 ◽  
Author(s):  
Collin A. Webster ◽  
Danielle Nesbitt ◽  
Heesu Lee ◽  
Cate Egan
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Service Learning ◽  
Learning Experiences ◽  
Physical Activity Promotion ◽  
Comprehensive School ◽  
Lessons Learned ◽  
After School ◽  
Physical Education Teachers ◽  
Activity Promotion

Purpose:The purpose of this study was to examine preservice physical education teachers’ (PPET) service learning experiences planning and implementing course assignments aligned with comprehensive school physical activity program (CSPAP) recommendations.Methods:Based on service learning principles, PPETs (N = 18) enrolled in a physical education methods class planned, implemented, and reflected on physical activity promotion events before, during, and after school for youth, staff, and parents. Data sources included focus group interviews, written reflections, field notes, and artifacts. Constant comparison techniques and triangulation guided data analysis and interpretation to identify overarching themes describing the PPETs’ successes, challenges, and lessons learned.Results:Four themes were identified: (a) outcomes with youth, parents, and staff, (b) communication, (c) planning and preparation, and (d) priorities and possibilities.Discussion/Conclusion:This study provides insight into the feasibility and outcomes of CSPAP-related service learning for PPETs, and uncovers promising aspects as well as potential issues with CSPAP implementation.

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