scholarly journals Comparison of Health Education and Physical Activity Practice in Four Regions of the Hawaiian Island of Oahu

2005 ◽  
Vol 3 (1) ◽  
pp. 147-163
Author(s):  
Donna Chun ◽  
Norman Eburne ◽  
Joseph Donnelly
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
Physical Education ◽  
Health Education ◽  
Ethnic Groups ◽  
Hawaiian Island ◽  
School Level ◽  
Phone Call ◽  
Education Standards ◽  
Significant Difference

The purpose of this study was to compare four distinct Hawaiian districts on the island of Oahu regarding their efforts in presenting quality health education and physical activity. The ethnic groups represented in this study included Hawaiian, Pacific Islander, Asian and Caucasian. Questionnaires based on the Action for Healthy Kids Healthy Schools Summit Survey were sent to 168 schools on Oahu. The return response of the surveys was 79% with 132 schools either returning the survey or being interviewed by a follow-up phone call. Statistical analysis utilizing ANOVA identified any significant differences among the districts, school levels, and ethnic groups. Further analysis using Tukey’s Honestly Significant Difference Post Hoc Test indicated specific differences after significant ANOVA was found. Based on data collected in this study, it would appear that fewer than half of the schools were in the process of making health and physical education culturally sensitive, and that state health education standards were mostly being implemented at the middle and high school level. Elementary schools that were “in progress” for implementing health standards and adopting physical education standards should be given assistance from the district level. Additional assistance should also be given to elementary schools that were “in progress” for testing health topics and providing uniform assessment in physical education. Hawaiian schools on Oahu were contributing to the physical activity of students by offering physical education classes, however, this could be greatly improved by inclusion of daily physical education taught by certified instructors at all levels especially elementary.

A Systematic Review of Multi-Component Comprehensive School Physical Activity Program (CSPAP) Interventions

2021 ◽  
pp. 089011712110132
Author(s):  
Ann Pulling Kuhn ◽  
Peter Stoepker ◽  
Brian Dauenhauer ◽  
Russell L. Carson
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Health Outcomes ◽  
Academic Outcomes ◽  
English Language ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
School Level ◽  
Future Research ◽  
Activity Program

Objective: To identify, review, and describe multicomponent physical activity (PA) interventions in terms of: (a) number and combination of Comprehensive School Physical Activity Program (CSPAP) components, (b) study characteristics, and (c) primary outcomes. Data Source: Five electronic databases (i.e., PubMed, PsychInfo, Physical Education Index, Sport Discus, and ERIC). Study Inclusion and Exclusion Criteria: Included articles were peer-reviewed, written in English language, published since 1987, and included multicomponent school-based interventions. Data Extraction: Data items extracted were: school level, setting, CSPAP component description, health outcomes, academic outcomes, main conclusion, and reference. Data Synthesis: Included articles were synthesized by: (1) CSPAP components utilized, and (2) research outcome measured (i.e., health or academic). Results: Across 32 studies, 11 included physical education plus 1 additional CSPAP component (PE + 1); 10 included PE + 2 additional CSPAP components; 8 included PE + 3 additional CSPAP components; and 1 included all 5 CSPAP components. Two other studies included 2 or 3 CSPAP components without PE. Most interventions targeted health outcomes (94%) rather than academic outcomes (6%). Conclusions: Multicomponent approaches aligned with CSPAPs are effective in promoting PA and other positive outcomes for youth in schools. Future research should seek to understand effects of CSPAP components on a variety of outcomes and settings.

The Legacy and Influence of Catherine D. Ennis’s Value Orientations Research

2018 ◽  
Vol 7 (3) ◽  
pp. 211-217 ◽  
Author(s):  
Matthew D. Curtner-Smith ◽  
Deborah. S. Baxter ◽  
Leah K. May
Keyword(s):  
Physical Activity ◽  
Teacher Education ◽  
Physical Education ◽  
Value Orientations ◽  
School Level ◽  
Physical Education Teacher ◽  
Instructional Models ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Level Of Training

In this article, the authors examine work conducted on 6 value orientations in physical education pioneered by Dr. Catherine D. Ennis and her colleagues. After providing an overview they focus on areas and methods of VOI research, specifically descriptions and comparisons (gender, teachers’ experience, school level, nationality, location, level of training, race, and physical activity background), the influence of value orientations on pedagogy (content and instructional models), and interventions (curricula and physical education teacher education). They conclude with suggestions for further research.

scholarly journals Factors associated with the institutionalization of a physical activity program in Australian elementary schools

2019 ◽  
Author(s):  
Matthew Bourke ◽  
Toni A Hilland ◽  
Melinda Craike
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
School Context ◽  
School Level ◽  
Relative Advantage ◽  
School Capacity ◽  
Principal Characteristics ◽  
Factors Associated ◽  
Formal Program ◽  
Physical Activity Programs

Abstract The health benefits of classroom-based physical activity programs may only be sustained if programs are continually implemented over time. Despite the importance of instituting physical activity programs to ensure their continued implementation, little is known about factors associated with institutionalization of programs at a school level. The purpose of this study is to examine how school context, principal characteristics, and program attributes are associated with the institutionalization of Bluearth Foundation’s Active Schools program in Australian elementary schools. Current principals from schools who participated in the Active Schools program between 2015 and 2017 reported the level of institutionalization of the program, school context, principal characteristics, and perceived attributes of the program. Univariate associations were calculated using Pearson’s correlation coefficient, independent sample t-tests and one-way ANOVA. Linear regression using backward deletion was used to calculate significant or marginally significant (p < .1) multivariate associations. Thirty of the 211 eligible principals participated in the study. School capacity (r = .617, p < .001); perceived student behavioral (r = .577, p < .001), health (r = .499, p < .001), and enjoyment benefits (r = .529, p < .001), relative advantage (r = .417, p = .022), observability (r = .385, p = .036), and having the program delivered by a Bluearth coach at the time of the study (η 2 = .426, p < .001) all had a significant positive univariate association with institutionalization. School capacity (β = 1.802, p = .001), observability (β = 0.902, p = .061), and having the program delivered by a Bluearth coach at the time of the study (β = 2.580, p = .003) remained significant in the final multivariate model. Results suggest that schools that have someone who can provide support implementing a program are more likely to institute the program into policies and practices. It is also important that school administrators have the tools to evaluate the benefits of physical activity programs and to perceive them as being beneficial for their students. However, schools may struggle to institutionalize physical activity programs after formal program delivery has concluded.

scholarly journals Health Education to Reduce Helminthiasis: Deficits in Diets in Children and Achievement of Students of Elementary Schools at Pontianak, West Kalimantan

2020 ◽  
Vol 2020 ◽  
pp. 1-7
Author(s):  
Widyana Lakshmi Puspita ◽  
Khayan Khayan ◽  
Didik Hariyadi ◽  
Taufik Anwar ◽  
Slamet Wardoyo ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Health Education ◽  
Significant Relationship ◽  
School Age Children ◽  
School Students ◽  
Learning Achievement ◽  
West Kalimantan ◽  
Significant Difference ◽  
The Impact

Worms are still a serious problem for poor and developing countries. Children, especially school-age children, are more at risk of infection. Efforts need to be made to prevent the effects of worms. Prevention can be done through a promotive approach. This observational study with a pre-posttest and cross-sectional approach is aimed at evaluating the effectiveness of health education on healthy and helminthic behavior and analyzing the impact of helminthiasis on the deficit in the diet and children’s learning achievement. The number of samples is 60 students from five grade 3 and 4 elementary schools in North Pontianak, West Kalimantan. The sampling technique was carried out by proportional random sampling. Worm infection in elementary school students was 16.7%, anemia was 55%, and learning achievement scores were less than the average grade of 55%. There was a significant difference in health counseling towards a decrease in the worm number (p=0.046). There was a significant relationship between healthy living behavior and helminthiasis (p=0.005). There was a significant relationship between helminthiasis and anemia (p=0.017). There is a relationship between helminthiasis and learning achievement in elementary school children (p=0.017). There is a relationship between anemia and learning achievement (p=0.005). It is necessary for public health centers to provide treatment services for worms and health education about the effects of helminthiasis on health and learning achievement. The school should provide hand washing facilities in schools, and parents should play an active role in improving clean and healthy lifestyle habits at home.

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.

scholarly journals Using School-Level Interviews to Develop a Multisite PE Intervention Program

2006 ◽  
Vol 33 (1) ◽  
pp. 52-65 ◽  
Author(s):  
Stacey G. Moe ◽  
Julie Pickrel ◽  
Thomas L. McKenzie ◽  
Patricia K. Strikmiller ◽  
Derek Coombs ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Middle Schools ◽  
Adolescent Girls ◽  
Intervention Program ◽  
Physical Activity Intervention ◽  
Phase 1 ◽  
The United States ◽  
Formative Research ◽  
School Level

The Trial of Activity for Adolescent Girls (TAAG) is a randomized, multicenter field trial in middle schools that aims to reduce the decline of physical activity in adolescent girls. To inform the development of the TAAG intervention, two phases of formative research are conducted to gain information on school structure and environment and on the conduct of physical education classes. Principals and designated staff at 64 eligible middle schools were interviewed using the School Survey during Phase 1. The following year(Phase 2), physical education department heads of the 36 schools selected into TAAG were interviewed. Responses were examined to design a standardized, multicomponent physical activity intervention for six regions of the United States. This article describes the contribution of formative research to the development of the physical education intervention component and summarizes the alignment of current school policies and practices with national and state standards.

scholarly journals Gender and School-Level Differences in Students’ Moderate and Vigorous Physical Activity Levels When Taught Basketball Through the Tactical Games Model

2016 ◽  
Vol 35 (4) ◽  
pp. 349-357 ◽  
Author(s):  
Stephen Harvey ◽  
Megan L. Smith ◽  
Yang Song ◽  
David Robertson ◽  
Renee Brown ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
School Level ◽  
Fifth Grade ◽  
Elementary Level ◽  
Activity Levels ◽  
Cognitive Components ◽  
Physical Activity Levels ◽  
Tactical Games

The Tactical Games Model (TGM) prefaces the cognitive components of physical education (PE), which has implications for physical activity (PA) accumulation. PA recommendations suggest students reach 50% moderate-vigorous physical activity (MVPA). However, this criterion does not indicate the contribution from vigorous physical activity (VPA). Consequently, this study investigated: a) the effects of TGM delivery on MVPA/VPA and, b) gender/school level differences. Participants were 78 seventh and 96 fourth/fifth grade coeducational PE students from two different schools. Two teachers taught 24 (middle) and 30 (elementary) level one TGM basketball lessons. Students wore Actigraph GT3× triaxial accelerometers. Data were analyzed using four one-way ANOVAs. Middle school boys had significantly higher MVPA/VPA (34.04/22.37%) than girls (25.14/15.47%). Elementary school boys had significantly higher MVPA/VPA (29.73/18.33%) than girls (23.03/14.33%). While TGM lessons provide a context where students can accumulate VPA consistent with national PA recommendations, teachers need to modify lesson activities to enable equitable PA participation.

Effectiveness of a Two-Year Health-Related Physical Education Intervention in Elementary Schools

2007 ◽  
Vol 26 (1) ◽  
pp. 20-34 ◽  
Author(s):  
Stefanie J.M. Verstraete ◽  
Greet M. Cardon ◽  
Dirk L.R. De Clercq ◽  
Ilse M.M. De Bourdeaudhuij
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Education Intervention ◽  
Observation Data ◽  
Accelerometer Data ◽  
Activity Engagement ◽  
Health Related ◽  
Intervention Condition

The study aim was to evaluate the effectiveness of a 2-year health-related physical education intervention in a pretest-posttest design. Sixteen elementary schools (764 pupils, mean age: 11.2 ± 0.7) participated in the study. Schools were randomly assigned to the intervention condition (n = 8) and the control condition (n = 8). Making use of direct observation data gathered according to SOFIT (System for Observing Fitness Instruction Time), the moderate-to-vigorous physical activity engagement during physical education classes was significantly higher in the intervention condition than in the control condition. Children’s moderate-to-vigorous physical activity engagement during physical education lessons increased with 14% in the intervention condition (from 42 to 56%). No significant effects were found on the accelerometer data. The health-related physical education intervention was found to be promising in promoting physical activity during physical education classes.

scholarly journals Kdo nejvíce přivádí mládež ke sportu?

2010 ◽  
Vol 4 (2) ◽  
pp. 85-95
Author(s):  
Zdeněk Valjent ◽  
Libor Flemr
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
High Schools ◽  
Physical Education ◽  
Genetic Predisposition ◽  
Likert Scale ◽  
Regular Physical Activity ◽  
Sport Teams ◽  
Sports Activities

The implementation of regular physical activity and sport of youth depends on genetic predisposition infl uenced by many factors. Th e study examines on sample of 1221 students of ČVUT, including 947 boys and 274 girls in age 20-28 years. Th e results confi rm that the selected indicators are involved in education of youth within the meaning of positive infl uence to sports activities by diff erent degrees. Friends and schoolmates do one’s best (average of 7-point Likert scale 5,37) about it at boys, closely watched by family (5,15) and teachers of physical education at university (4,79). Th e family of girls have the largest positive infl uence (5,34), friends and schoolmates (5,26) and also their boyfriends (5,16). Teachers of physical education from high schools have the least infl uence (4,31 at boys, respectively 4,04 at girls), our national representative sport teams (4,30, respectively 4,21) and teachers of physical education at elementary schools (4,10, respectively even 3,90 at girls – the only negative value of all indicators).

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