Attitudes of 7-12th Grade Students of Secondary and Specialized Music and Arts Schools toward the Evaluation in Physical Education

2015 ◽  
Vol 3 (81) ◽  
pp. 17-24
Author(s):  
Živilė Gadliauskaitė ◽  
Asta Igarienė ◽  
Rita Gruodytė-Račienė
Keyword(s):  
Physical Education ◽  
12Th Grade

Quantifying Physical Activity in Physical Education via Pedometry: A Further Analysis of Steps/Min Guidelines

2013 ◽  
Vol 10 (5) ◽  
pp. 734-741 ◽  
Author(s):  
Philip W. Scruggs
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
The Other ◽  
School Level ◽  
Data Sets ◽  
Strongly Correlated ◽  
Cut Points ◽  
12Th Grade ◽  
Level Group ◽  
Min Cut

Background:The validity of common pedometer steps/min guidelines for 1st−12th grade physical education physical activity (PA) recommendations (ie, 33% and 50% PA) was investigated.Methods:Data sets from previous research, where physical education PA was quantified via pedometry, were combined. Participants (1st−12th grade, N = 1152) with concurrent steps/min and observed %PA scores were included. Data were analyzed using correlation, regression, and receiver-operator-characteristic (ROC) statistics. Alpha was set at .05.Results:Overall, by gender and school level group (ie, 1st−6th, 7th−12th) PA outcome measures were strongly correlated and significant (r = .85–.92). Steps/min2, lesson time3, stature4, and BMI5 were significant predictors (r12•345=.91) of %PA1. Steps/min accounted for 85.4% of the variance for %PA; however, the other predictors only accounted for an additional 0.5%. ROC analyses indicated that steps/min was an excellent discriminator (AUC ≥ .90) of %PA guideline achievement. Steps/min values of 60.6 and 82.2 were the most accurate cut points overall for the 33% and 50% PA guidelines, respectively. Steps/min cut points for gender and school level demonstrated agreement with the overall steps/min cut points.Conclusions:These findings support the contention that common steps/min guidelines can be applied in the surveillance of physical education PA.

Critical Inquiry on the Body in Girls’ Physical Education Classes: A Critical Poststructural Perspective

2004 ◽  
Vol 23 (2) ◽  
pp. 162-195 ◽  
Author(s):  
Kimberly L. Oliver ◽  
Rosary Lalik
Keyword(s):  
United States ◽  
Physical Education ◽  
Adolescent Girls ◽  
Comparison Method ◽  
The Body ◽  
Southern United States ◽  
Research Culture ◽  
School Year ◽  
Theoretical Perspectives ◽  
12Th Grade

Drawing on poststructuralism and related theoretical perspectives, we worked in girls’ physical education classes to examine the development and implementation of a curriculum strand focusing on girls’ bodies. The purpose was to help adolescent girls name the discourses that shape their lives and regulate their bodies. We asked two major questions: What were the major tasks actually used during the enactment of the curriculum strand? and: What issues and concerns emerged for us as we enacted the strand and how did we respond? This study took place in a 7th–12th grade rural high school in the southern United States. We collected data during the 2000–2001 school year in three girls’ physical education classes. We conducted 14 sessions for each class and analyzed our data using the constant comparison method. Several issues emerged including: making the curriculum meaningful, offsetting task difficulties, sustaining ethical relationships, and lessening interference of research culture.

scholarly journals Virtual Physical Education During COVID-19: Exploring Future Directions for Equitable Online Learning Tools

2021 ◽  
Vol 3 ◽  
Author(s):  
Emily M. D'Agostino ◽  
Mark Urtel ◽  
Collin A. Webster ◽  
Jaimie McMullen ◽  
Brian Culp
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Online Teaching ◽  
School Level ◽  
National Database ◽  
Physical Education Teachers ◽  
Learning Tools ◽  
Design Features ◽  
School Closures ◽  
12Th Grade

Introduction: School closures prompted by the COVID-19 pandemic reduced opportunities for US youth to be physically active and disproportionately impacted health disparities in this population. Physical education provides the largest intervention to support the physical activity of school-aged youth, but teachers' opinions about how to maintain quality programming during virtual learning periods remain unexplored. Applying a diversity, equity and inclusion framework, this study explored physical education teachers' perceived significance of different design features for an online teaching tool to promote physical activity equity during school closures.Methods: Previous literature and focus groups informed the development of a survey administered in summer/fall 2020. Survey participants (n = 60) were physical education teachers from 400 randomly selected US preschool-12th grade schools drawing from a national database. Participants rated the significance of four design features in relation to five key attributes of an online supplement to in-person physical education programs. One-way ANOVAs were used to assess differences in teachers' ratings by demographic characteristics.Results: Between-group differences were found in teacher ratings of design features related to the usability, accessibility, equitability, and formal assessment capabilities of an online physical education tool. Differences were based on teacher gender, school level, and geographic location.Conclusions: Future research to promote physical activity equity among preschool-12th grade youth should examine tailored virtual physical education learning tools that address what teachers perceive to be the most significant design features to support equitable physical education among diverse student groups.

Health and Physical Education

2012 ◽  
Author(s):  
Debra Callcott ◽  
Judith Miller ◽  
Susan Wilson-Gahan
Keyword(s):  
Physical Education ◽  
Health And Physical Education
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