scholarly journals Effect of Integrated Neuromuscular Exercise in Physical Education Class on Health-Related Fitness in Female Children

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 312
Author(s):  
Marijana Sinđić ◽  
Draženka Mačak ◽  
Nikola Todorović ◽  
Bianka Purda ◽  
Maja Batez
Keyword(s):  
Physical Education ◽  
Muscular Fitness ◽  
Female Children ◽  
Before And After ◽  
Health Related ◽  
The Republic ◽  
Almost All ◽  
And Control ◽  
Cardiorespiratory Endurance ◽  
Health Related Fitness

Integrated neuromuscular training (INT) showed benefits for improving fundamental movement skills (FMS). However, the INT health-related fitness (HRF) effects are lacking. The current study aimed to determine the effects of INT implemented during physical education (PE) in a primary school in the Republic of Serbia on HRF in female children. The sample consisted of 72 healthy girls who were divided into the intervention (EG: n = 37; mean ± SD: age = 8.17 ± 0.31) and control (CG: n = 35; age = 8.11 ± 0.31) groups. The EG and CG performed the INT program and traditional PE activities two times per week within the first ~15 min of PE class, respectively. The Fitnessgram battery tests assessed the HRF (body composition, cardiorespiratory endurance, muscular fitness, and flexibility) before and after the program. After eight weeks, the EG significantly reduced all fat measures, while the CG decreased only triceps skinfold but to a smaller extent (F = 5.92, p < 0.02, ŋ2 = 0.09). Both groups significantly improved the performance of almost all muscular fitness tests (curl-ups, trunk lift, push-ups); however, the EG increased the push-ups more than the CG (F = 9.01, p < 0.01, ŋ2 = 0.14). The EG additionally improved the modified pull-ups (F = 14.09, p < 0.01, ŋ2 = 0.19) and flexed arm hang (F = 28.82, p < 0.01, ŋ2 = 0.33) tests. The flexibility and cardiorespiratory endurance of both groups did not significantly change after eight weeks. This approach of exercise showed positive acceptance and relatively good results after only eight weeks.

A Comparison of Aerobic Dance and Zumba Fitness on the Health-related Fitness in Female University Students

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Panuwat Wachirathanin ◽  
Sonthaya Sriramatr ◽  
Supaporn Silalertdetkul
Keyword(s):  
Muscle Strength ◽  
University Students ◽  
Lower Percentage ◽  
Control Group ◽  
Control Groups ◽  
Aerobic Dance ◽  
Health Related ◽  
And Control ◽  
Cardiorespiratory Endurance ◽  
Health Related Fitness

Objective: In this study, we compared the effects of aerobic dance (continuous exercise) and Zumba fitness (intermittent exercise) on the health-related fitness of female university students. Methods: Overall, 54 healthy female volunteers (18.45 + 0.49 years old) were assigned to an aerobic dance group, a Zumba fitness dance group, or a control group. Results: We found that the Zumba fitness group had more muscle strength and endurance than the aerobic and control groups (all ps < .05). Likewise, the Zumba fitness group had a lower percentage of fat than the aerobic and control groups (p < .05), but there was no such difference between the aerobic and control groups. In addition, there was no statistically significant differences among aerobic dance, Zumba fitness, and control groups for flexibility and cardiorespiratory endurance. However, both aerobic and Zumba exercises can reduce the percentage of body fat and are able to strengthen cardiorespiratory endurance (p <.05). Conclusions: Among female students, Zumba fitness can develop muscle strength and endurance and fat percentage better than aerobic dance, but not necessarily improve their development of cardiorespiratory endurance and flexibility. These results are useful for enhancing exercise activities in early adulthood.

scholarly journals EFFECTS OF THE FITT PROGRAM ON PHYSICAL ACTIVITY AND HEALTH-RELATED FITNESS IN PRIMARY SCHOOL AGE CHILDREN

2018 ◽  
Vol 15 (3) ◽  
pp. 437
Author(s):  
Dragan Cvejic ◽  
Sergej Ostojić
Keyword(s):  
Physical Activity ◽  
Aerobic Fitness ◽  
The Body ◽  
School Age Children ◽  
Muscular Fitness ◽  
Before And After ◽  
Health Related ◽  
Simultaneous Decrease ◽  
Primary School Age ◽  
Health Related Fitness

Evaluation of the effects of an eight-week innovative FITT program of Physical Education to Physical Activity (PA) and health-related fitness (HRF). In the experimental group (N=92), with FITT guidelines, the students have been “introduced” to the development of the HRF zone. There have been 16 classes for the development of the aerobic fitness and 8 classes for the development of muscular fitness. Flexibility has been developed in the final parts of each class. The csontrol group (N=86) attended traditional classes of the same volume. Before and after the intervention, the HRF components evaluation was performed with the battery of FITNESSGRAM tests and the PA by the pedometer OMRON HJ-320. Both groups showed a significant increase in the maximum consumption of oxygen and the number of depleted shares (PACER laps), with the simultaneous decrease in the PA level. The FITT program significantly contributed to the improvement of aerobic fitness, muscular fitness and partially flexibility. There was no difference between the group in the body composition and the PA level. FITT intervention is a promising school strategy for improving the aerobic and muscular fitness of students.

scholarly journals Effect of a Game-Based Physical Education Program on Physical Fitness and Mental Health in Elementary School Children

2020 ◽  
Vol 17 (13) ◽  
pp. 4883
Author(s):  
Armando Cocca ◽  
Francisco Espino Verdugo ◽  
Luis Tomás Ródenas Cuenca ◽  
Michaela Cocca
Keyword(s):  
Physical Education ◽  
Exercise Training ◽  
Physical Fitness ◽  
Cardiorespiratory Fitness ◽  
Psychological Health ◽  
Training Methods ◽  
Before And After ◽  
Post Test ◽  
Health Related ◽  
And Control

Promotion of healthy active behaviors should start from early ages, as behaviors learned in youth are more likely to endure. A fundamental body of research in this field focuses on the implementation of programs within physical education (PE), thanks to its favorable characteristics. However, traditional PE based on exercise training and controlling styles seems to have weaker association with students’ health benefits. For this reason, the aim of this study was to assess the effects of a game-based PE program on physical fitness and psychological health in schoolchildren aged 10 to 12 years old. A total of 252 students were distributed in experimental (EG, games-centered activities) and control (CG, traditional exercise training activities) groups. The program lasted 6 months. Health-related physical fitness components, psychological wellbeing, self-esteem, stress, and anxiety were assessed before and after the treatment. Both groups increased physical fitness at post-test; however, cardiorespiratory fitness did not improve. No differences were found between the groups at post-test. Our results show that games may be as effective as traditional training methods; yet, they suggest that PE alone may be insufficient for obtaining substantive benefits in cardiorespiratory fitness, regardless of the type of task presented.

scholarly journals The effect of three sport games in physical education on the health-related fitness of male university students

2020 ◽  
Vol 24 (4) ◽  
pp. 251-258
Author(s):  
Mohammed H.H. Mohammed
Keyword(s):  
Physical Education ◽  
University Students ◽  
Effect Size ◽  
Control Group ◽  
Jump Test ◽  
Before And After ◽  
Health Related ◽  
Fitness Parameters ◽  
Male University Students ◽  
Health Related Fitness

Background and Study Aim. Few controlled studies have been conducted on the effect of sports games as a physical education (PE) course on the health-related fitness of university students. The aim of the study was to determine whether three sports in a PE course will help improve the health-related fitness of male university students. Material and Methods. Students from two universities participated in the study, with one university acting as a control group. There were two PE courses which students registered for: a football and volleyball (FVG, n=169) course and a badminton (BG, n=97) course. The students received basic training drills and competed with one another. The duration of the activities was 50 minutes sessions for eight weeks. The following tests were taken before and after eight weeks: Cooper test, sit-and-reach test, 60-s curl test, standing long jump test, and body mass index. Paired t-tests were used to compare the baseline and post data of each group. The Welch t-test, ANCOVA, and analysis of gains scores were used to compare each of the PE groups to the control group. ANCOVA was used to account for baseline differences, while analysis of gains scores was used whenever ANCOVA could not be used. The Vargha-Delaney Effect Size (VD) and the Common Language Effect Size (CLES) were used to determine the effect sizes for the Welch t-tests and ANCOVA, respectively. Significant changes were set at p ≤ 0.05 and VD ≤ 42% or VD ≥ 58%, or if p ≤ 0.05 and CLES ≥ 58 %. Results.  Both PE groups showed significant improvements in all the measured fitness parameters except body composition. Moreover, the measured parameters of the control group reduced after eight weeks. Conclusion. The study shows evidence that PE courses can serve male universities in improving their health-related fitness. Moreover, students who do not participate in a PE course may be at risk of losing their fitness.

Relationship of Teacher Training and School Characteristics to Middle School State Assessment Results

2017 ◽  
Vol 36 (4) ◽  
pp. 467-476
Author(s):  
Tina J. Hall ◽  
Lori K. Hicklin ◽  
Karen E. French
Keyword(s):  
Middle School ◽  
South Carolina ◽  
Teacher Training ◽  
Physical Education ◽  
Student Performance ◽  
School Characteristics ◽  
Health Related ◽  
Education Indicators ◽  
The Relationship ◽  
Health Related Fitness

Purpose:To examine the relationship between the South Carolina middle school physical education assessment results and the school characteristics. In addition, the relationship between teacher training attendance and student achievement were determined.Method:Student performance on four physical education indicators in 63 middle schools (and 116 teachers) were reported to the South Carolina Physical Education Assessment Program. Multiple regression analyses were conducted to determine the relationships between school characteristics as predictors of the performance indicator. ANOVAs were conducted to determine the relationship to teacher training and the performance indicators.Results:Statewide averages of student performance indicated that slightly over 50% of middle school students were rated as competent in all physical education indicators except health-related fitness (31.2%). The variability was high among all indicators. The correlations between the poverty index and the physical education indicators were significant and low. Teachers who attended data collection training sessions scored higher on all performance indicators, particularly health-related fitness knowledge. Teachers who attended professional development had significantly higher scores on motor skills, health-related fitness knowledge, and the overall weighted scores and approached significance on the health-related fitness performance.Discussion/Conclusion:This study suggests that teachers and the programs they deliver have a greater impact on student learning than do school characteristics. Teacher training and professional development is warranted. Most compelling is that the results of this study provide a strong argument against the practice of using student scores from other academic content areas to evaluate teacher effectiveness in physical education.

High intensity interval and moderate continuous cycle training in a physical education programme improves health-related fitness in young females

2016 ◽  
Vol 33 (2) ◽  
pp. 139-144 ◽  
Author(s):  
Krzysztof Mazurek ◽  
Piotr Zmijewski ◽  
Krzysztof Krawczyk ◽  
Anna Czajkowska ◽  
Anna Kęska ◽  
...  
Keyword(s):  
Physical Education ◽  
High Intensity ◽  
Education Programme ◽  
Young Females ◽  
Health Related ◽  
Cycle Training ◽  
High Intensity Interval ◽  
Health Related Fitness

State approaches to non-state interactions

2020 ◽  
Author(s):  
Olga Y. Adams
Keyword(s):  
Early Years ◽  
Linguistic Features ◽  
Cross Border ◽  
Challenges And Opportunities ◽  
New Challenges ◽  
Multiple Challenges ◽  
The Republic ◽  
Xinjiang Uyghur Autonomous Region ◽  
Almost All ◽  
And Control

The chapter focuses on cross-border relations between the Republic of Kazakhstan and Xinjiang-Uyghur Autonomous Region of China, examining the attempts of respective states to intervene in and/or co-opt long-established traditions of transborder flows. Despite having existed on opposite sides of closely guarded borders for most of the 20th century, the two adjoining regions managed to keep alive long-established traditions of cross-border interactions thanks to shared ethnic, cultural, and linguistic features. The frontier societies there today have lived through multiple challenges – the indiscriminate border policy of the Soviet era on Kazakhstan’s side and the tumultuous early years of socialist China engendered exoduses of people across semi-controlled borders. Almost all official interactions stopped until the 1990s when new challenges and opportunities presented themselves and, with them, the revival of informal cross-border exchanges and states’ attempts to co-opt and control them.

A Study of Preservice Physical Education Teachers’ Content Knowledge of Health-Related Fitness

2021 ◽  
Vol 40 (1) ◽  
pp. 118-125
Author(s):  
José A. Santiago ◽  
James R. Morrow
Keyword(s):  
United States ◽  
Physical Education ◽  
Content Knowledge ◽  
Student Teaching ◽  
The United States ◽  
Physical Education Teachers ◽  
Health Related ◽  
Pete Programs ◽  
Common Content ◽  
Health Related Fitness

Purpose: The authors assessed common content knowledge of health-related fitness in a national representative sample of preservice physical education teachers in the United States. Methods: Six hundred and twenty-one preservice physical education teachers from 68 physical education teacher education (PETE) programs located in different regions in the United States completed the 40 multiple choice items health-related fitness knowledge test during the semester prior to their student teaching. In addition, each PETE program coordinator/department head completed the PETE Program Information Questionnaire. Results: The mean percentage correct on the test was 61.3% (M = 24.5, SD = 4.9). Analyses of variance and t-test analyses indicated that common content knowledge of health-related fitness was not a function of sex, program size, or region of the United States. Discussion/Conclusions: These data suggest that preservice physical education teachers in the United States lack common content knowledge of health-related fitness and warrant the attention of PETE programs.

Health-Related Fitness and Physical Education Teachers’ Content Knowledge

2007 ◽  
Vol 26 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Darla Castelli ◽  
Lori Williams
Keyword(s):  
South Carolina ◽  
Physical Education ◽  
Teacher Development ◽  
Self Efficacy ◽  
Teaching Experience ◽  
National Standards ◽  
Physical Education Teachers ◽  
Education Assessment ◽  
Health Related ◽  
Health Related Fitness

This study examined what teachers know about health-related fitness (HRF) and how confident they are in their knowledge. Seventy-three middle school physical education teachers completed a 3-part cognitive HRF test and a self-efficacy questionnaire that required responses to statements about how confident they were in passing a HRF knowledge test. Results indicated that teachers were very confident in their knowledge of HRF; however, their actual HRF test scores did not meet the standard of achievement expected of a ninth-grade student as assessed by the South Carolina Physical Education Assessment Program. Further investigation of the influence of teacher characteristics related to HRF knowledge revealed that age and years of teaching experience significantly related to self-efficacy but not to HRF knowledge. This study implies that targeted teacher development is a necessary part of attaining and maintaining HRF knowledge required to teach to state and national standards.

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