Adolescent Studentʼs Attitudes toward Physical Activity in Coeducational and Gender Segregated Physical Education Classes

2006 ◽  
Vol 38 (Supplement) ◽  
pp. S108
Author(s):  
John D. Hatten ◽  
James C. Hannon ◽  
Thomas Ratliffe ◽  
Brett Holt ◽  
Jennifer Thorn
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
And Gender

scholarly journals Long-term effects of daily physical education throughout compulsory school on duration of physical activity in young adulthood: an 11-year prospective controlled study

2018 ◽  
Vol 4 (1) ◽  
pp. e000360 ◽  
Author(s):  
Amanda Lahti ◽  
Björn E Rosengren ◽  
Jan-Åke Nilsson ◽  
Caroline Karlsson ◽  
Magnus K Karlsson
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Intervention Group ◽  
Controlled Study ◽  
Long Term Effects ◽  
Compulsory School ◽  
Physically Active ◽  
And Gender ◽  
Prospective Controlled Study

ObjectivesWe examined whether daily physical activity (PA) during compulsory school encourages children to be more physically active during the intervention and 4 years after termination of the programme.MethodsThis prospective controlled intervention study followed the same 124 children (81 children in an intervention group and 43 controls) aged 7.7±0.6 (mean±SD) during a 7-year PA intervention and 4 years after the intervention when the children were 18.7±0.3 years old. The intervention included daily school physical education (PE) (200 min/week), whereas the controls continued with the Swedish standard of 60 min/week. Using a questionnaire, we gathered data about total PA, leisure time PA and sedentary activities (SA). Group comparisons are adjusted for age and gender, and data are provided as means with 95% CIs.ResultsAt baseline, we found similar duration of PA and SA between groups. After a mean of 7 years with intervention, the intervention group was more physically active than the controls (+4.5 (2.9 to 6.0) hours/week), whereas SA was similar (+0.6 (−2.5 to 3.9) hours/week). Four years beyond the intervention, the intervention group was still more physically active than the controls (2.7 (0.8 to 4.7) hours/week), and SA was still similar (−3.9 (−9.7 to 1.7) hours/week).ConclusionsIntervention with daily school PE throughout compulsory school is associated with higher duration of PA not only during the intervention but also 4 years after termination of the programme.

scholarly journals Sport Exergames for Physical Education

2018 ◽  
pp. 7358-7367
Author(s):  
Pooya Soltani ◽  
João Paulo Vilas-Boas
Keyword(s):  
Physical Activity ◽  
Activation Energy ◽  
Physical Education ◽  
Video Games ◽  
Energy Expenditure ◽  
Muscle Activation ◽  
Active Video Games ◽  
Active Video ◽  
And Gender

Sports active video games (exergames) are accessible forms of physical activity which might also be used in physical education (PE) curriculum. The purpose of this book chapter is to firstly, review some of the relevant applications of sports exergames for inclusion in PE and secondly, to characterize one of these games (swimming) from different aspects of biomechanics, physiology, and psychology. We compared movement patterns, muscle activation, energy expenditure, enjoyment, usability, and game experience in participants with different performing levels (real-swimmers vs. non-swimmers, experienced vs. novice) and gender. Understanding these parameters may help in the development of more realistic sports exergames and meaningful gameplay and may give PE teachers a better idea of the inclusion of such games in their practice.

One-year stability of physical education-centered physical literacy indicators on objectively measured physical activity

2021 ◽  
pp. 1356336X2110463
Author(s):  
Sami Yli-Piipari ◽  
Arto Gråstén ◽  
Mikko Huhtiniemi ◽  
Kasper Salin ◽  
Timo Jaakkola
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
Motor Coordination ◽  
Physical Literacy ◽  
School Students ◽  
Physically Active ◽  
Upper Elementary School ◽  
And Gender ◽  
Objectively Measured

One of the central goals of school physical education (PE) is to improve physical literacy in youth to nurture their ability, confidence, and desire to be physically active for life. The aim of this study was to examine the stability of the selected PE-centered physical literacy indicators on school students’ objectively measured moderate-to-vigorous intensity physical activity (MVPA). This study was a follow-up study tracking a sample of 450 Finnish children ( M  =  11.26[0.32]; nfemales  =  194; nmales   =  256) across upper elementary school from fifth (T1) to sixth (T2) grade. A set of independent variables (motor competence, health-related fitness, in-class PE MVPA, and PE motivation and enjoyment) and total MVPA as a dependent variable were collected, and gender and body mass index were controlled in the analyses. The entire model explained almost 29% of MVPA in T1 and 26% in T2. While cardiorespiratory endurance (β  =  0.29) and MVPA in PE (β  =  0.20) were statistically significant predictors of MVPA in T1, MVPA in PE (β  =  0.23), and identified regulation (β  =  0.16) were statistically significant predictors at T2. Across the time, boys had higher levels of MVPA compared to girls (T1: β  =  −0.12; T2: β  =  −0.14), whereas the relationship was inverted in motor coordination (T1: β  =  0.13; T2: β  =  0.12). The findings of this study suggest that MVPA in PE is an important contributor to children's MVPA, and its role is eminent during the last two grades of elementary school.

A Poststructural Analysis of High School Students’ Gender and Racialized Bodily Meanings

2006 ◽  
Vol 25 (1) ◽  
pp. 75-98 ◽  
Author(s):  
Laura Azzarito ◽  
Melinda A. Solmon
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Physical Education ◽  
Racial Differences ◽  
The Body ◽  
School Students ◽  
Race And Gender ◽  
The Social ◽  
And Gender ◽  
Poststructural Analysis

Recently, national studies have reported on young people’s low level of participation in physical activity. Because the effect of gender and racial differences among youth participating in physical activity have not been sufficiently addressed, examining the social construction of the body in physical education can provide valuable insights. This study uses poststructuralism as a lens to investigate how students’ construction of meanings around the body varied by gender and race, and how bodily meanings related to students’ participation in physical education classes. The participants were 528 students from public high schools. An instrument was used to assess students’ racial and gendered construction of bodily meanings around specific discursive constructs. Results indicated that students’ meanings differ by race and gender, especially in regard to size, power, muscularity, and appearance. These findings suggest that bodily meanings were influential in students’ self-reported levels of participation in physical education classes.

scholarly journals Locker-Room Experiences Among LGBTQ+ Adults

2020 ◽  
Vol 42 (3) ◽  
pp. 227-239
Author(s):  
Shannon S.C. Herrick ◽  
Lindsay R. Duncan
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Thematic Analysis ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Access Points ◽  
Locker Room ◽  
Sexual Transgression ◽  
And Gender ◽  
Insight Into

Locker rooms operate as pivotal access points to physical activity across sports, physical education, and fitness facilities. However, locker rooms are predicated on cis-heterosexual assumptions that can be isolating to LGBTQ+ individuals. Using an online cross-sectional survey, LGBTQ+ adults (N = 1,067) were asked open-response questions about their past and present locker-room experiences. The resulting texts were independently coded by two researchers using thematic analysis and compared. All discrepancies were discussed with and rectified by a third researcher who acted as a critical peer. The results present distinct experiences across three intersecting aspects of embodiment: self-conscious—“I hate(d) being seen,” sexual transgression, and gender transgression. The findings provide insight into how harmful LGBTQ+ stereotypes influence locker-room experiences and support the redesign of locker rooms to challenge the binary organization of these spaces.

The Influence of Physical Education Class Content and Teachers’ Behaviour on Physical Activity Levels of Mexican Children

2018 ◽  
Author(s):  
Hoda Gharib
Keyword(s):  
Physical Activity ◽  
Childhood Obesity ◽  
Physical Education ◽  
Children And Youth ◽  
Activity Levels ◽  
Teacher Behaviour ◽  
Obesity Epidemic ◽  
Mexican Children ◽  
Class Environment ◽  
And Gender

Gharib H, Galaviz K, Lévesque L. According to the Mexican Report Card on Physical Activity for Children and Youth, Mexico is now a leader in childhood obesity with more than 4.5 million children aged 5 to 11 years being overweight or obese. Over 40% of Mexican children and youth are physically inactive, which is a major risk factor contributing to the childhood obesity epidemic in Mexico. Physical education (PE) class environment has been shown to influence physical activity (PA) levels in school-aged children; however, this relationship has not been documented in Mexican children. Thus, the purpose of this study is to assess the influence of PE class factors (class content and teacher behaviour) on children’s PA during class. PA was measured in a sample of 250 students in grades 3-5 in Mexico City during PE class. The SOFIT method was used to measure children’s PA (e.g. standing), class content (e.g. management), and teachers’ behaviour (e.g. instructing) during class. Multiple linear regressions will be conducted to assess the influence of class factors on children’s PA adjusting for age and gender. With the staggering rates of obesity and physical inactivity in Mexico, the identification of factors influencing PA is crucial. Results can be used to guide PE class interventions and to inform school policies.

scholarly journals Gender Stereotypes among Teachers and Trainers Working with Adolescents

2021 ◽  
Vol 18 (24) ◽  
pp. 12964
Author(s):  
Adrián Mateo-Orcajada ◽  
Lucía Abenza-Cano ◽  
Raquel Vaquero-Cristóbal ◽  
Sonia M. Martínez-Castro ◽  
Alejandro Leiva-Arcas ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Gender Stereotypes ◽  
Scientific Literature ◽  
Male Teachers ◽  
Years Of Experience ◽  
Male And Female ◽  
Gender Beliefs ◽  
Female Teachers ◽  
And Gender

Previous scientific literature has not determined the influence exerted by trainers and teachers of adolescents on the development of gender stereotypes in sport. For this reason, the aims of the present research were to establish differences in gender stereotypes in sport among teachers and trainers as a function of profession and sex and to analyze the influence of age and years of experience of male and female trainers and teachers on the gender stereotypes in sport. For this purpose, 127 teachers and trainers completed the questionnaire “gender beliefs and stereotypes towards physical activity and sport”. The results showed a significantly higher score of the teachers in “beliefs about physical activity and gender” (p = 0.048) and of the trainers in “physical education classes and gender” (p = 0.006). Concerning sex, women showed higher scores in “sport and gender” (p = 0.005), and men in “beliefs about physical activity and gender” (p = 0.045). Regarding covariates, age showed significant differences in “sport and gender” (p = 0.029), with female teachers showing higher values with respect to female trainers and male teachers, while years of experience showed differences in “beliefs about sport and gender” (p = 0.044), with male teachers showing higher values than male trainers and female teachers.

scholarly journals PERCEIVED AUTONOMY, MOTIVATION CLIMATE AND INTENTION FOR PHYSICAL ACTIVITY. A COMPARATIVE STUDY OF STUDENTS BASED ON THEIR GENDER AND EDUCATIONAL LEVEL

2020 ◽  
pp. 025
Author(s):  
Dimitrios Karaoglanidis ◽  
Katerina Mouratidou ◽  
Panagiotis Kanellopoulos ◽  
Sofia Karamavrou ◽  
Ioanna Parisi
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Educational Level ◽  
Autonomy Support ◽  
Reasoned Action ◽  
Motivational Climate ◽  
And Performance ◽  
And Gender ◽  
Perceived Motivational Climate ◽  
Intention To Exercise

The main aim of the present study was to examine whether perceived autonomy during physical education (PE) classes, the perceived motivation, and students' intentions for physical activity outside of school differ based on their educational level and gender. The sample consisted of 551 children (266 boys and 285 girls), of which 320 were attending primary school and 231 were attending high school. Four instruments were used for collecting data: (a) a demographics questionnaire; (b) the Perceived Autonomy Support in Physical Education scale (P.A.S. in PE) for assessing students’ motivation; c) the Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ) for assessing  the perceived motivational climate within the PE class, and (d) a questionnaire based on the Theory of Reasoned Action which assessed the participants' intentions for physical activity outside of school. The results showed that as children grow up and change educational levels, the perceived motivational climate with an emphasis on tasks, the sense of autonomy in PE, and the intention to exercise are on the decline. In addition, it appeared that girls exhibited less intention to exercise compared to boys, especially in the highest level of education, and were more likely to perceive the motivational climate in the PE lesson as task-oriented rather than ego-oriented. To sum up, the gender and educational level of students are considered two key factors for both motivation and a sense of autonomy in PE, as well as for their intention to exercise outside of school.

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