Examining the Influence of Physical and Health Education on Ontario Grade 9 Students’ Physical Activity Intentions and Behaviors

2021 ◽  
Vol 78 (6) ◽  
Author(s):  
Mary-Anne Reid ◽  
Meredith Wekesser ◽  
Karl Erickson ◽  
John Freeman
Keyword(s):  
Physical Activity ◽  
Health Education ◽  
Physical And Health Education ◽  
And Behaviors

Does physical and health education classes improve physical fitness?

2016 ◽  
Vol 16 (2) ◽  
Author(s):  
Ronald Chow ◽  
Drew Hollenberg ◽  
Cooper Midroni ◽  
Stuart Cumner
Keyword(s):  
Physical Activity ◽  
Blood Pressure ◽  
Health Education ◽  
Healthy Lifestyle ◽  
Interval Training ◽  
Primary Objective ◽  
School Year ◽  
Healthy Habits ◽  
Physical And Health Education ◽  
High Intensity Interval

AbstractTraditional continuous exercise, as well as low-volume high-intensity interval training in adults, have shown to offer benefits to one’s cardio-metabolic health. With the benefits of physical activity being proven without a doubt, education curricula around the world have implemented physical and health education programs with the aim of promoting a healthy lifestyle through physical activity and healthy habits. The primary objective of this study was to determine whether physical and health education, alone without any change, improved heart rate (HR), systolic blood pressure (SP) and diastolic blood pressure (DP) of adolescents at Crescent School. HR, SP and DP of students were recorded before and immediately after they ran 1 mile, and statistical analyses were conducted to determine whether there was any difference in HR, SP and DP from baseline at the beginning of the year to Term 2, the middle of the school year. While mile-run times did improve from baseline to Term 2, SP, DP and HR did not significantly change from one term to another. This study does suggest that SP, DP and HR are not affected by physical and health education classes, but it is important to keep in mind that the sample group was already a very healthy and active group.

Is academic performance an indicator for physical fitness?

2017 ◽  
Vol 16 (1) ◽  
pp. 33-35 ◽  
Author(s):  
Ronald Chow ◽  
Cooper Midroni ◽  
Drew Hollenberg ◽  
Stuart Cumner
Keyword(s):  
Physical Activity ◽  
Blood Pressure ◽  
Middle School ◽  
Heart Rate ◽  
Academic Performance ◽  
Middle School Students ◽  
Health Education ◽  
Physical Fitness ◽  
School Students ◽  
Physical And Health Education

Abstract Many studies have investigated whether elevated levels of physical activity and fitness improve academic performance in children, but only a few have examined whether it is physical fitness which varies with academic performance. The purpose of this study was to examine if academic performance is indeed an indicator for physical fitness. For this study, middle school students were recruited for the necessary values and information. The data acquired for academic performance were based off of a public honour roll list distributed within the school community and physical fitness was evaluated via mile-run time, resting, post-active blood pressure and heart rate. There were no differences in proportion across the academic cohorts for any measurements of physical fitness. There was no conclusion such as “students with higher academic performance are less physically fit”; all academic cohorts had relatively similar levels of physical fitness. This may be due to mandatory physical and health education classes, which all students attend; the physical fitness levels are similar due to similar training.

Using discussion to inform action: Formative research on nature-based physical activity as a means of fostering relatedness for girls in physical and health education

2021 ◽  
pp. 1356336X2199118
Author(s):  
Jennifer Gruno ◽  
Sandra L Gibbons
Keyword(s):  
Physical Activity ◽  
Health Education ◽  
Secondary School ◽  
Outdoor Education ◽  
Research Process ◽  
Formative Research ◽  
Valuable Contribution ◽  
Pedagogical Strategies ◽  
Resource Manual ◽  
Physical And Health Education

The long-standing challenges and issues associated with girls’ disengagement from secondary school physical and health education (PHE) are serious and well documented. This disengagement has provided the incentive for the examination of alternative strategies to facilitate girls’ engagement in PHE. This paper discusses the first phase in a formative research process designed to develop a resource manual to help teachers utilize nature-based physical activity (NBPA) as a means of fostering relatedness for girls in PHE. Participating teachers collaborated and generated specific NBPA ideas and pedagogical strategies during an all-day planning session. Four focus groups with the teachers ( N = 20) were used to identify ways to develop NBPA interventions. Five broad topics are reported: (a) defining NBPAs, (b) specific NBPAs to use in PHE, (b) how NBPA can foster relatedness, (d) how NBPA in PHE differs from outdoor education, and (e) barriers to implementing NBPA in PHE. This paper emphasizes the valuable contribution of formative research to the integrity and fidelity of an intervention as well as to quality practice in the implementation of theory-based PHE initiatives.

scholarly journals 41 From Ward to Classroom: Service Evaluation of Education to Increase Awareness of Frailty and Resilience and Encourage Greater Physical Activity

2019 ◽  
Vol 48 (Supplement_3) ◽  
pp. iii17-iii65 ◽  
Author(s):  
John Travers ◽  
Roman Romero-Ortuno ◽  
Declan Lyons ◽  
Marie-Therese Cooney
Keyword(s):  
Physical Activity ◽  
Patient Education ◽  
Health Education ◽  
Group Discussion ◽  
Service Evaluation ◽  
Old Patients ◽  
Strength Exercises ◽  
Local Quality ◽  
Key Aspects ◽  
Weekly Group

Abstract Background Our hospital routinely offers a weekly group discussion session for inpatients on aspects of ageing as part of an ‘evergreen programme’ (EP) of health education. Topics are varied and facilitated by a doctor in an informal, open forum. Feedback from nurses, doctors and patients suggested that the EP was lacking in emphasis on the benefits of exercise to improve the levels of physical activity among inpatients. As part of a local quality improvement (QI) initiative, the EP set out to incorporate the provision of patient education on the reported benefits of strength exercises in delaying and reversing frailty. Here we describe the development of this QI initiative and its evaluation. Methods New health education content was added to an EP group discussion to address four key aspects of frailty, namely: definition, risks, screening and interventions. The Socratic health education method was used in the next weekly group discussion (e.g., what does frailty mean to you? What are the consequences? How would you measure frailty? What if it could be delayed or reversed?). An exercise leaflet was provided and strength exercises were demonstrated. Results 18 of 27 over-65-year-old patients attended the group discussion, mean age 75, 11 female (61%). 2 participants were interested in doing strength exercises at the start of the session (11%, 0 female) when asked. Most participants had not been aware that strength exercises can delay and reverse frailty. 14 participants (78%, 8 female) declared interest in doing strength exercises at the end. Interested participants used the exercise leaflet for independent exercise in hospital and brought it home on discharge. Conclusion The EP at our hospital has been improved to include greater emphasis on the benefits of strength exercises in delaying and reversing frailty. QI initiatives can allow translation of research evidence into patient education.

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