scholarly journals Sustainable Mobility Issues of Physically Active University Students: The Case of Serres, Greece

2021 ◽  
Vol 1 (3) ◽  
pp. 777-794
Author(s):  
Foteini Mikiki ◽  
Andreas Oikonomou ◽  
Ermioni Katartzi
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Purchase Intention ◽  
Student Mobility ◽  
Activity Levels ◽  
Sustainable Mobility ◽  
Physically Active ◽  
Greek City ◽  
Active Population ◽  
Positive Attitudes

The mobility practices of students are largely dictated by their respective educational obligations. Students of physical education are an ostensibly physically active population, whose active lifestyle may include active travel. University student mobility research calls for behavioral approaches to ground relevant interventions. This work investigated the sustainability practices in the student community of the Physical Education Department in Serres, a medium-sized Greek city. Moreover, this paper aimed to shed light on the gender differences in the physical activity levels of 259 students, as well as their respective differences in mobility practices. A novel questionnaire, based on Ajzen’s theory of planned behavior and Godin–Shephard’s approach to physical activity, was used. The results confirmed higher levels of physical activity in male students, although their attitude toward physical activity was less positive than that of their female classmates. Further positive attitudes in women were recorded toward sustainable mobility choices, although the evidence demonstrated a similar gap between the answers of the two genders. Car possession was higher in men, whereas car purchase intention was slightly lower in women, who had a lower income in general. Moreover, income impacted gender mobility preferences. Recommendations can be guided by students’ sports preferences and can be gender-sensitive, taking income into account.

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 Relación entre la actividad física escolar y extraescolar en estudiantes de escuelas públicas chilenas (Relationship between school and out-of-school physical activity in Chilean public school children)

Retos ◽  
2019 ◽  
pp. 393-399
Author(s):  
Michelle Marambio Miranda ◽  
Tamara Núñez Fernández ◽  
Jaime Ramírez Guajardo ◽  
Pablo Ramírez Eyraud ◽  
Ximena Alejandra Palma Leal ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
School Children ◽  
School Context ◽  
Physical Activity Promotion ◽  
Activity Levels ◽  
Physically Active ◽  
Activity Promotion ◽  
Las Mujeres ◽  
High Level

Introducción: La Educación Física escolar y extraescolar es una oportunidad para promover estilos de vida activos en escolares, propiciando un desarrollo saludable y prevención de enfermedades asociadas a la inactividad física. Objetivo: comparar los niveles de actividad física dentro y fuera de la escuela, en una muestra representativa de niños escolares participantes de un programa de promoción de actividad física. Métodos: un total de 318 niños y niñas (7 a 14 años) participaron de este estudio. Los participantes voluntariamente completaron el cuestionario PAQ-C, para determinar la actividad física realizada en los últimos 7 días. Se analizaron las variables mediante comparación de varianzas y las medias a través de la prueba T-student, del software SPSS V20. Resultados: La actividad física por sexo, presentó valores de medias similares, exceptuando la realizada en las tardes, en donde las mujeres realizaron mayor actividad física (p=0,006). Además, los días sábados, los niños realizaron más actividad física que las niñas (p=0,001). En cuanto a las preferencias de actividades, el baile es la principal opción en niñas y el fútbol la principal en niños (p=0,000). Se logró establecer una contribución de las clases de Educación Física en conjunto con las sesiones de las escuelas deportivas integrales en relación a la práctica total, siendo la media 4,2 entrando en la categoría: alto nivel de actividad física. Conclusión: La clase de Educación Física junto a las sesiones de las escuelas deportivas contribuye positivamente a la actividad física total.Abstract. Introduction: School and extracurricular physical education is an opportunity to promote active lifestyle in schoolchildren, fostering healthy growth and prevention of diseases associated with physical inactivity. Objective: to compare physical activity levels inside and out of the school context, in a representative sample of school children participating in a physical activity promotion program. Methods: a total of 318 boys and girls (7 to 14 years old) participated in this study. The participants voluntarily completed the PAQ-C questionnaire to determine their physical activity in the last 7 days. The variables were analyzed by means of comparison of variances and means through the T-student test on the SPSS V20 software. Results: By gender, physical activity presented values similar levels, except for that performed in the afternoons, where girls were more physically active (p= .006). In addition, on Saturdays, boys performed more physical activity than girls (p = .001). Regarding activity preferences, dance activities are preferred by girls whilst boys preferred soccer (p = .000). A contribution of physical education classes in combination with the sessions from comprehensive sports academies was detected regarding total practice, the average being 4.2, meaning that the category was “high level of physical activity”. Conclusion: physical education classes along with sessions from sports academies contributes positively to the total physical activity.

scholarly journals Self-Affirmation Promotes Physical Activity

2014 ◽  
Vol 36 (2) ◽  
pp. 217-223 ◽  
Author(s):  
Richard Cooke ◽  
Helena Trebaczyk ◽  
Peter Harris ◽  
Alison J. Wright
Keyword(s):  
Physical Activity ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Change Theory ◽  
Activity Levels ◽  
Physically Active ◽  
Positive Attitudes ◽  
Baseline Physical Activity ◽  
Activity Questionnaire

The present study tests whether a self-affirmation intervention (i.e., requiring an individual to focus on a valued aspect of their self-concept, such as honesty) can increase physical activity and change theory of planned behavior (TPB) variables linked to physical activity. Eighty young people completed a longitudinal intervention study. Baseline physical activity was assessed using the Godin Leisure-Time Physical Activity Questionnaire (LTPAQ). Next, participants were randomly allocated to either a self-affirmation or a nonaffirmation condition. Participants then read information about physical activity and health, and completed measures of TPB variables. One week later, participants again completed LTPAQ and TPB items. At follow up, self-affirmed participants reported significantly more physical activity, more positive attitudes toward physical activity, and higher intentions to be physically active compared with nonaffirmed participants. Neither attitudes nor intentions mediated the effects of self-affirmation on physical activity. Self-affirmation can increase levels of physical activity and TPB variables. Self-affirmation interventions have the potential to become relatively simple methods for increasing physical activity levels.

Gender Differences in Physical Activity during Fifth-Grade Physical Education and Recess Periods

1997 ◽  
Vol 17 (1) ◽  
pp. 99-106 ◽  
Author(s):  
Julie A. Sarkin ◽  
Thomas L. McKenzie ◽  
James F. Sallis
Keyword(s):  
Physical Activity ◽  
Gender Differences ◽  
Physical Education ◽  
Fifth Grade ◽  
Activity Levels ◽  
Physically Active ◽  
Similar Activity ◽  
Physical Activity Levels ◽  
Health Related ◽  
Children’S Physical Activity

Boys are typically more physically active than girls, but schools have the potential to promote health-related physical activity for all children. This study investigated gender differences in children’s physical activity levels during physical education (PE) classes and unstructured recess periods. The activity levels of 91 fifth-grade children were assessed by accelerometer (Caltrac) on 3 days. Results indicated that children’s activity levels were low to moderately stable from day to day in both environments. Boys and girls had similar activity levels during PE, t(89) = 1.49, p = .140, but boys were significantly more active than girls during recess, t(89) = 3.27, p = .002. Girls were significantly more active during PE than they were at recess, t(51) = 2.08, p = .043. The results suggest that structured PE classes may provide similar amounts of physical activity for both genders.

Physical Activity, Fitness, and Health in Children: A Close Look

PEDIATRICS ◽  
1994 ◽  
Vol 93 (4) ◽  
pp. 669-672
Author(s):  
Thomas W. Rowland ◽  
Patty S. Freedson
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Critical Threshold ◽  
Future Research ◽  
Activity Levels ◽  
Research Information ◽  
Physically Active ◽  
Lifestyle Pattern ◽  
Carry Over ◽  
Fitness And Health

The available research information suggests, then, that the best primary strategy for improving the longterm health of children and adolescents through exercise may be creating a lifestyle pattern of regular physical activity that will carry over to the adult years rather than promoting childhood physical fitness.26 This implies that it is of primary importance to discover behavioral approaches that will be effective in increasing activity levels of children. It is an approach that raises critical questions in future research efforts: What are the factors that make exercise enjoyable for children? What settings (family, school physical education, physicians, community programs) are most effective in "turning children on" to physical activity? How can interest in exercise be sustained as children grow into adulthood? Furthermore, this conclusion bears implications for the design of physical education curricula, the role of families in the early molding of exercise habits, and the important function of physicians in identifying sedentary patients and introducing them to the fun of physical activity. This viewpoint does not assume the importance for children of a critical threshold of activity or fitness. Instead, it emphasizes the significance of establishing a physically active lifestyle during the pediatric years; this is best achieved by exposing children to the enjoyment of physical exercise early. This strategy is based on the concept that health outcomes may relate more to the persistence of exercise throughout life rather than its quantity during the pediatric years.

scholarly journals Amount and type of physical activity and sports from one year forward after hip or knee arthroplasty—A systematic review

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0261784
Author(s):  
Yvet Mooiweer ◽  
Inge van den Akker-Scheek ◽  
Martin Stevens ◽  
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Knee Arthroplasty ◽  
Sports Participation ◽  
Hip Resurfacing ◽  
Activity Levels ◽  
Physically Active ◽  
Active Population ◽  
One Year ◽  
Insight Into

Introduction After rehabilitation following total hip or knee arthroplasty (THA/TKA), patients are advised to participate in physical activity (PA) and sports. However, profound insight into whether people adopt a physically active lifestyle is lacking. Aim is to gain insight into the performed amount and type of PA (including sports) and time spent sedentarily by persons after THA/TKA. Methods A systematic review (PROSPERO: CRD42020178556). Pubmed, Cinahl, EMBASE and PsycInfo were systematically searched for articles reporting on amount of PA, and on the kind of activities performed between January 1995-January 2021. Quality of the articles was assessed with the adapted tool from Borghouts et al. Results The search retrieved 5029 articles, leading to inclusion of 125 articles reporting data of 123 groups; 53 articles reported on subjects post-THA, 16 on post-hip-resurfacing arthroplasty, 40 on post-TKA, 15 on post-unicompartimental knee arthroplasty and 12 on a mix of arthroplasty types. With respect to quality assessment, 14 articles (11%) met three or fewer criteria, 29 (24%) met four, 32 (26%) met five, 42 (34%) met six, and 6 (5%) met seven out of the eight criteria. PA levels were comparable for THA and TKA, showing a low to moderately active population. Time spent was mostly of low intensity. Roughly 50% of -subjects met health-enhancing PA guidelines. They spent the largest part of their day sedentarily. Sports participation was relatively high (rates above 70%). Most participation was in low-impact sports at a recreational level. Roughly speaking, participants were engaged in sports 3 hours/week, consisting of about three 1-hour sessions. Conclusion Activity levels seem to be low; less than half of them seemed to perform the advised amount of PA following health-enhancing guidelines Sports participation levels were high. However, many articles were unclear about the definition of sports participation, which could have led to overestimation.

scholarly journals Exploring activity levels in physical education lessons in the UK: a cross-sectional examination of activity types and fitness levels

2021 ◽  
Vol 7 (1) ◽  
pp. e000924
Author(s):  
Nick Beale ◽  
Emma Eldridge ◽  
Anne Delextrat ◽  
Patrick Esser ◽  
Oliver Bushnell ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Multilevel Models ◽  
Activity Levels ◽  
Cross Sectional ◽  
Registration Number ◽  
Global Norms ◽  
Cross Sectional Design ◽  
The Uk ◽  
Fitness Levels

ObjectivesTo establish pupil fitness levels, and the relationship to global norms and physical education (PE) enjoyment. To measure and describe physical activity (PA) levels during secondary school PE lessons, in the context of recommended levels, and how levels vary with activity and lesson type.MethodsA cross-sectional design; 10 697 pupils aged 12.5 (SD 0.30) years; pupils who completed a multistage fitness test and wore accelerometers to measure PA during PE lessons. Multilevel models estimated fitness and PE activity levels, accounting for school and class-level clustering.ResultsCardiorespiratory fitness was higher in boys than girls (ß=−0.48; 95% CI −0.56 to −0.39, p<0.001), within absolute terms 51% of boys and 54% of girls above the 50th percentile of global norms. On average, pupils spent 23.8% of PE lessons in moderate-to-vigorous PA (MVPA), and 7.1% in vigorous PA (VPA). Fitness-focused lessons recorded most VPA in co-educational (ß=1.09; 95% CI 0.43 to 1.74) and boys-only lessons (ß=0.32; 95% CI −0.21 to 0.85). In girls-only lessons, track athletics recorded most VPA (ß=0.13; 95% CI −0.50 to 0.75) and net/wall/racket games (ß=0.97; 95% CI 0.12 to 1.82) the most MVPA. For all lesson types, field athletics was least active (ß=−0.85; 95% CI −1.33 to −0.36). There was a relationship of enjoyment of PE to fitness (ß=1.03; 95% CI 0.83 to 1.23), and this relationship did not vary with sex (ß=−0.14 to 0.23; 95% CI −0.16 to 0.60).ConclusionsPE lessons were inactive compared with current guidelines. We propose that if we are to continue to develop a range of sporting skills in schools at the same time as increasing levels of fitness and PA, there is a need to introduce additional sessions of PE activity focused on increasing physical activity.Trial registration numberNCT03286725.

Physical activity levels during adventure-physical education lessons

2012 ◽  
Vol 18 (2) ◽  
pp. 245-257 ◽  
Author(s):  
Jeffrey Gehris ◽  
Elizabeth Myers ◽  
Robert Whitaker
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Physical Development ◽  
Activity Levels ◽  
Instruction Time ◽  
Physical Activity Levels ◽  
The Mean

Adventure-physical education has been proposed to promote adolescents’ physical development, but little is known about physical activity levels during such lessons. Using the System for Observing Fitness Instruction Time, we observed students’ (ages 11–14 years) physical activity levels in co-educational classes during 43 adventure-physical education lessons at seven public schools. The mean percentage (±SD) of time spent in moderate-to-vigorous physical activity (MVPA) was 28.3% (±16.3%). The greatest percentage of lesson time was spent in two activities—high elements (24.1% ± 36.5%) and initiatives (22.3% ± 32.4%). When data were aggregated across all lessons, 40.0% of the time in high elements and 13.7% of the time in initiatives was spent in MVPA. Of all MVPA time, 31.5% occurred in high elements and another 12.6% in initiatives. Compared with traditional physical education lessons, less time is spent in MVPA during adventure lessons. Efforts to increase MVPA should target high elements and initiative activities.

scholarly journals The Intricacies of Children’s Physical Activity

2015 ◽  
Vol 47 (1) ◽  
pp. 269-275 ◽  
Author(s):  
Timothy A Brusseau
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Activity Patterns ◽  
Activity Levels ◽  
Physical Activity Patterns ◽  
Change Behavior ◽  
Before And After ◽  
School Recess ◽  
Physical Activity Programming ◽  
Children’S Physical Activity

AbstractUnderstanding the physical activity patterns of youth is an essential step in preparing programming and interventions needed to change behavior. To date, little is known about the intricacies of youth physical activity across various physical activity segments (i.e. in school, out of school, recess, classroom physical activity, physical education, weekends, etc.). Therefore, the purpose of the study was to examine the physical activity patterns of elementary school children across various segments and during two seasons. A total of 287 fourth and fifth graders from the Southwest US wore the Yamax Digiwalker SW-200 pedometer for 7 consecutive days during the Fall and Spring seasons. Children were prompted to record their step counts when arriving and leaving school, before and after physical education and recess, as well as on the weekends. Means and standard deviations were calculated and ANOVAs and t tests were utilized to examine difference by sex, season, and segment. Youth were more active outside of school and on weekdays (p<0.05). Boys were generally more active than girls and all youth were more active during the milder Spring season. There is a clear need for Comprehensive School Physical Activity Programming and weekend physical activity opportunities. Furthermore, greater emphasis is needed on PE and across other activity segments for girls to increase their physical activity levels.

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