scholarly journals Limiting the risk of injury through safety guidelines in a physical education setting

2016 ◽  
Vol 13 (2) ◽  
pp. 2856 ◽  
Author(s):  
Andrew Fitzgerald ◽  
Joe Deutsch
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Classroom Teacher ◽  
Legal Action ◽  
Safety Standards ◽  
Organization And Management ◽  
Risk Of Injury ◽  
Working Together ◽  
Safety Guidelines

Physical activity involves risk and thus the physical education classroom requires safety standards to be established and maintained to ensure safety. The number of physical education related injuries in elementary, middle school, and high school increased 150% from 1997 to 2007 and they have continued to rise in the last decade as well. The classroom teacher must employ the highest level of organization and management in order to limit their risk. Working together with administration to establish policy and review safety standards ensures that multiple entities are involved in ensuring safety. Having safety guidelines within a physical education setting could potentially help protect the students from unnecessary injuries and may prevent the school district from legal action in the case of an injury. 

Effectiveness of Secondary School Conceptual Physical Education: A 20-Year Longitudinal Study

2018 ◽  
Vol 15 (12) ◽  
pp. 927-932 ◽  
Author(s):  
Pamela H. Kulinna ◽  
Charles B. Corbin ◽  
Hyeonho Yu
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Activity Patterns ◽  
High School Graduation ◽  
National Sample ◽  
Moderate Physical Activity ◽  
Physically Active ◽  
Comparison Groups ◽  
School Graduation

Background: Previous research findings from Project Active Teen demonstrated the effectiveness of high school conceptual physical education (CPE) in promoting active lifestyles. Method: This study followed Project Active Teen participants 20 years after graduation from high school and 24 years after taking a CPE class. Physical activity behaviors were assessed using the same procedures as previous Project Active Teen studies. Activity patterns were compared with patterns while in high school and shortly after high school graduation. Activity patterns were also compared with a national sample of age-equivalent adults. Results: Twenty years after high school graduation, former CPE students were less likely to be inactive and more likely to be moderately active than when in high school and were less likely to be inactive and more likely to be moderately active than national sample age-equivalent peers. They were typically not more vigorously physically active than comparison groups. Conclusion: Results support the long-term effectiveness of CPE in reducing inactive behavior and promoting moderate physical activity later in life.

scholarly journals The Impact of Physical Activity to Physical Fitness and Nutrional Status of Grade X Surabaya Vocational High School

2020 ◽  
Vol 2 (2) ◽  
pp. 590-597
Author(s):  
Galih Prasetyo ◽  
Suroto ◽  
Dwi Cahyo Kartiko
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Physical Fitness ◽  
Design Research ◽  
Control Group ◽  
Vocational High School ◽  
School Students ◽  
The Impact

The purpose of this research is to improve physical fitness which is one of the goals of physical education in Indonesia while also improving the nutritional status of Surabaya vocational high school students. This research uses the treatment of physical activity 3 times a week in 2 months as a task in physical education to improve physical fitness and nutrional status on the sample of this research. Research design uses quasi experimental design with metode non-randomized control group pretest-posttest design. Research data was obtained as follows: data processing result on experiment group show that physical activity to VO2max got significant score based calculating using SPSS of 0,00 and physical activity to nutrional status got sig. of 0,60. Whereas in the control group, physical actifity got sig. of 0.20 to VO2max and sig. to 0.11 on nutrional status. Based on the above analysis it can be concluded that physical activity has a significant effect on physical fitness but physical activity has no significant effect on nutrional status to Surabaya vocational high school students.

scholarly journals Student Reflections on Urban Physical Education and Involvement in College Physical Activity

2019 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Jeremy Lackman ◽  
Jepkorir "Rose" Chepyator-Thomson
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Qualitative Interviews ◽  
School Setting ◽  
High School Physical Education ◽  
Positive Experiences ◽  
Student Reflections ◽  
Constant Comparative Analysis ◽  
Collection Methods

The purpose of this study was to understand freshman college students’ reflections on urban high school physical education (PE) programs and to discern the extent to which their experiences influenced college physical activity. Sixteen university freshman students enrolled in a college PE class who had taken at least one high school PE class in an urban school setting were interviewed. Data collection methods included open-ended semi-structured qualitative interviews. Using constant comparative analysis, the reflective findings of the study revealed that students who had positive experiences had increased college physical activity involvement.

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.

scholarly journals KEBUGARAN FISIK SISWA YANG MENGIKUTI KEGIATAN EKSTRAKURIKULER OLAHRAGA LEBIH BAIK DIBANDINGKAN DENGAN SISWA YANG HANYA MENGIKUTI MATA PELAJARAN PENJAS DI SMPN 02 MASBAGIK KABUPATEN LOMBOK TIMUR TAHUN PELAJARAN 2016/2017

2018 ◽  
Author(s):  
Makbullah ◽  
Made Muliarta ◽  
Gde Ngurah Indraguna Pinatih ◽  
Luh Made Indah Sri Handari Adiputra ◽  
Ida Bagus Ngurah ◽  
...  
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Physical Fitness ◽  
Junior High School ◽  
Random Sampling ◽  
Junior High ◽  
Cross Sectional ◽  
Physical Education Lesson ◽  
Better Than

This research based on practice at junior high school, while physical education lesson we found that the physical fitness of the student are weak. Physical fitness is ability of someone to doing physical activity or make some move in periodic time without have a terrible tired and still have rest of power to dounexpected work.The aims of this research is to knowing the fitness of students who has following the physical education and extracurricular sport more better then the usual student. This research is observational analytic with cross sectional method. Location of this research in 02 masbagik junior high school and using 66 sample divided into 2 groups by random sampling, 33 are usual student, and 33 student that have an extracurricular lesson. Based on analyze of SPSS confirmed that the physical fitness of student that have an extracurricular was better than usual student by 1000 M distance of running test. The usual student got 7,2667±2,12584 minute with median 6,4300 (p = 0,001) while the extra student got 5,4297±1,19317 minute median 5,2300. Based on this research we can confirmed that the level of physical fitness of the student who have the extra lesson was better than the usual student who haven’t the extra lesson.

Physical Activity for Everyone: What Every Physical Educator Should Know about Promoting Lifelong Physical Activity

2002 ◽  
Vol 21 (2) ◽  
pp. 128-144 ◽  
Author(s):  
Charles B. Corbin
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Scientific Evidence ◽  
Self Esteem ◽  
Self Management ◽  
Active Living ◽  
Management Skills ◽  
Physical Educator ◽  
Common Misconceptions

In recent years evidence has accumulated to document the importance of physical activity to lifelong health and fitness. This paper is based on the assumption that a primary goal of physical education is to promote lifetime physical activity. Common misconceptions are described and alternatives for change are proposed: (a) recognizing the unique physical activity needs of youth; (b) promoting opportunities for girls; (c) changing our focus from fitness to physical activity; (d) promoting self-esteem and feelings of competence among youth; (e) narrowing the scope of our objectives; and (f) emphasizing self-management skills in high school to help youth adopt active living as adults. The suggestions are based on scientific evidence and the author’s own experience.

scholarly journals Policy Challenges in the Fight against Childhood Obesity: Low Adherence in San Diego Area Schools to the California Education Code Regulating Physical Education

2013 ◽  
Vol 2013 ◽  
pp. 1-5
Author(s):  
G. Consiglieri ◽  
L. Leon-Chi ◽  
R. S. Newfield
Keyword(s):  
Physical Activity ◽  
High School ◽  
Childhood Obesity ◽  
Physical Education ◽  
Children And Adolescents ◽  
Charter School ◽  
San Diego ◽  
School Students ◽  
Specialty Clinic ◽  
State Code

Objective. Assess the adherence to the Physical Education (PE) requirements per California Education Code in San Diego area schools.Methods. Surveys were administered anonymously to children and adolescents capable of physical activity, visiting a specialty clinic at Rady Children's Hospital San Diego. The main questions asked were their gender, grade, PE classes per week, and time spent doing PE.Results. 324 surveys were filled, with 36 charter-school students not having to abide by state code excluded. We report on 288 students (59% females), mostly Hispanic (43%) or Caucasian (34%). In grades 1–6, 66.7% reported under the 200 min per 10 school days required by the PE code. Only 20.7% had daily PE. Average PE days/week was 2.6. In grades 7–12, 42.2% had reported under the 400 min per 10 school days required. Daily PE was noted in 47.8%. Average PE days/week was 3.4. Almost 17% had no PE, more so in the final two grades of high school (45.7%).Conclusions. There is low adherence to the California Physical Education mandate in the San Diego area, contributing to poor fitness and obesity. Lack of adequate PE is most evident in grades 1–6 and grades 11-12. Better resources, awareness, and enforcement are crucial.

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.

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