scholarly journals Association of Cardiorespiratory Fitness with Achievement Motivation in Physical Education in Adolescents

2021 ◽  
Vol 18 (5) ◽  
pp. 2317
Author(s):  
Cristina Cadenas-Sanchez ◽  
Javier Lamoneda ◽  
Francisco Javier Huertas-Delgado
Keyword(s):  
Physical Education ◽  
Achievement Motivation ◽  
Cardiorespiratory Fitness ◽  
Perceived Competence ◽  
Fitness Tests ◽  
Health Related Behaviors ◽  
Important Health ◽  
Health Related ◽  
Level Of Motivation ◽  
Shuttle Run

Cardiorespiratory fitness is an important health marker in adolescents. Thus, examining the relation between cardiorespiratory fitness and motivation should be important to increase health-related behaviors. This study aimed to describe adolescents’ cardiorespiratory fitness and motivation by gender and to analyze the association between two cardiorespiratory fitness tests (original and with music) and motivation. A total of 341 adolescents (14.2 ± 1.5 years, 52.2% girls) participated in this study. Cardiorespiratory fitness was assessed using the 20 m shuttle run and its adaptation with music. Motivation was assessed though the “Achievement Motivation towards Physical Education” questionnaire. Boys presented with higher cardiorespiratory fitness and motivation (all, p < 0.05). Yet, when classifying fit and unfit groups, a higher percentage of girls were considered fit compared to boys (85.8% vs. 74.5%). A higher level of cardiorespiratory fitness (stages) and VO2max were associated with a higher level of motivation (self-perceived competence and compared competence) and lower anxiety (all p < 0.05). These associations with motivation were stronger when the music was present in the test. In this sense, including music in activities focused on cardiorespiratory fitness could increase the cardiorespiratory fitness performance and motivation, especially in girls. It should be important to increase adolescents’ cardiorespiratory fitness levels in order to increase motivation in physical education lessons and to include more motivational activities in order to achieve higher performance.

scholarly journals Students’ attitudes towards and experiences of the Youth-fit health-related fitness test battery

2020 ◽  
Vol 27 (1) ◽  
pp. 41-56
Author(s):  
Brendan T. O’Keeffe ◽  
Ciaran MacDonncha ◽  
Alan E. Donnelly
Keyword(s):  
Physical Education ◽  
Test Item ◽  
Test Battery ◽  
Senior Student ◽  
Fitness Test ◽  
Fitness Tests ◽  
Health Related ◽  
Students Attitudes ◽  
Shuttle Run ◽  
Health Related Fitness

The aim of this study was to examine secondary school students’ attitudes towards and experiences of a student-centred health-related fitness test battery. A total of 795 adolescents (403 boys, 50.7%; 392 girls, 49.3%) aged 13.2 years (±0.39) from 20 secondary schools in the Republic of Ireland participated in the study. Schools were stratified for gender, location and educational (dis)advantage. Students completed the test battery in small groups ( n = ≤6) and each test item was administered by a trained senior student facilitator. Testing took place during physical education lessons. Test items included: body mass index; 20 m shuttle run; back-saver sit and reach; hand-grip strength; standing long jump; isometric plank-hold; 90° push-up; 4×10 m shuttle run; and blood pressure. Following participation in the test battery, students completed an instrument with valid scores for measuring attitudes towards fitness tests. Students’ experiences of each test item were also analysed. Overall, students had a positive attitude towards fitness testing ( M = 3.9, ±0.59) on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Although both positive, the mean attitude score for boys ( M = 4.05, ±0.59) was significantly higher than girls ( M = 3.79, ±0.59; p < 0.01, t-test). Most students ( n = 690, 86.8%) agreed or strongly agreed that the senior student facilitator made it easier for them to perform the tests. In conclusion, students had positive attitudes towards and experiences of the Youth-fit test battery. Physical education teachers should consider implementing a small-group and senior student-facilitated approach when administering fitness tests.

scholarly journals NON-FORMAL PHYSICAL EDUCATION OF CHILDREN: INCREASE FACTOR OF PHYSICAL ACTIVITY AND PHYSICAL FITNESS

2016 ◽  
Vol 3 (102) ◽  
pp. 44-51
Author(s):  
Asta Šarkauskienė ◽  
Sigita Derkintienė ◽  
Šarūnas Paplauskas
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Fitness ◽  
Cardiorespiratory Fitness ◽  
Muscular Strength ◽  
Physical Activities ◽  
Upper Body ◽  
Fitness Tests ◽  
Health Related ◽  
Children’S Physical Activity

Background. Studies on physical activity, which is positively associated with physical fitness, reveal that children’s activity is not sufficient (BHFNC, 2010; Chen, Zheng, Yi, & Yao, 2014; Currie et al., 2012), and their physical fitness deteriorates (Volbekienė & Kavaliauskas, 2002; Мирошниченко & Астраханцев, 2005; Синявский, Власов, & Сергеев, 2009). Non-formal physical education (NFPE) is one of the means to increase children’s physical activity and physical fitness. The aim of this study was to determine the influence of NFPE on the physical fitness of 6th grade pupils. Methods. The research was conducted in May, 2013; 356 six-graders (48.0% of girls) from four Klaipėda city comprehensive schools participated in the research. As many as 56.5% of children (48.3% of girls) participated in NFPE in school and out of school. The participants completed five physical fitness tests. Results. Independent t test revealed that the results of boys who attended the NFPE group of cardiorespiratory fitness, t(180) = −2.093, p = .038; upper body muscular strength and endurance, t(182) = 2.413, p = .017; abdominal muscular strength and endurance, t(186) = 3.282, p = .001; explosive leg power, t(183) = 1.967, p = .049, and girls’ results of abdominal muscular strength and endurance, t(172) = 2.687, p = .008 were significantly higher than those in the NFPE non attended group. Conclusion. Non-formal physical education is a meaningful educational form for increasing children’s, particularly boys’, health related physical fitness; therefore it is purposeful to encourage children to participate in physical activities in school and after classes.

Perceived Competence and Enjoyment in Predicting Students' Physical Activity and Cardiorespiratory Fitness

2008 ◽  
Vol 107 (2) ◽  
pp. 365-372 ◽  
Author(s):  
Zan Gao
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Cardiorespiratory Fitness ◽  
Perceived Competence ◽  
Regression Analyses ◽  
Significant Variance ◽  
Significant Contributor ◽  
Cardiovascular Endurance ◽  
Educational Implications ◽  
Predictive Strength

This study investigated the predictive strength of perceived competence and enjoyment on students' physical activity and cardiorespiratory fitness in physical education classes. Participants ( N = 307; 101 in Grade 6, 96 in Grade 7, 110 in Grade 8; 149 boys, 158 girls) responded to questionnaires assessing perceived competence and enjoyment of physical education, then their cardiorespiratory fitness was assessed on the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Physical activity in one class was estimated via pedometers. Regression analyses showed enjoyment ( R2 = 16.5) and perceived competence ( R2 = 4.2) accounted for significant variance of only 20.7% of physical activity and, perceived competence was the only significant contributor to cardiorespiratory fitness performance ( R2 = 19.3%). Only a small amount of variance here leaves 80% unaccounted for. Some educational implications and areas for research are mentioned.

NON – FORMAL PHYSICAL EDUCATION INFLUENCE ON HEALTH RELATED PHYSICAL FITNESS OF CHILDREN

2019 ◽  
Vol 4 ◽  
pp. 252
Author(s):  
Asta Sarkauskiene ◽  
Brendon Noble ◽  
Laimute Kardeliene
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Control Groups ◽  
Formal Curriculum ◽  
Second Stage ◽  
Fitness Tests ◽  
Health Related ◽  
Group A ◽  
Group B ◽  
Two Stages

The aim of this study was to develop and implement curriculum of non-formal physical education in school and assess its effectiveness for health related physical fitness of 11-13 year old children. The research was conducted in two stages. In the first stage 51 11-13 year old children participated in a quasi-experiment for two years. Pupils were organized into E (experimental) and C (control) groups. Both groups shared the duration (1 hour) and frequency (twice a week) but were different in their education curriculum. In the second stage 72 pupils (groups A and B) attended in the research from the same schools. The curriculum of the group A was modified and differed from group E, group B - the same as group C. In both stages the focus groups performed four physical fitness tests and BMI was calculated. Group E girls’ indices of three tests and boys’ indices of all four tests were significantly (p<0.05) higher than young adolescents’ from group C. Group A girls’ flexibility and aerobic endurance as well as boys aerobic endurance were higher (p < 0.05) than pupils from group B. Results suggest that the individualized, diverse, 11‒13 years old children hobbies, needs, abilities, physical and functional powers answering non-formal curriculum, which expands knowledge and develops new skills and when various child-activating teaching methods and forms are used, positively influence their health related physical fitness.  

Feasibility and Reliability of Tests Measuring Health-Related Physical Fitness in Children With Moderate to Severe Levels of Intellectual Disability

2017 ◽  
Vol 122 (5) ◽  
pp. 422-438 ◽  
Author(s):  
Marieke Wouters ◽  
Anna M. van der Zanden ◽  
Heleen M. Evenhuis ◽  
Thessa I. M. Hilgenkamp
Keyword(s):  
Body Composition ◽  
Intellectual Disability ◽  
Physical Fitness ◽  
Cardiorespiratory Fitness ◽  
Intraclass Correlation ◽  
Retest Reliability ◽  
Fitness Tests ◽  
Health Related ◽  
Test Retest Reliability ◽  
6 Minute Walk Test

Abstract Physical fitness is an important marker for health. In this study we investigated the feasibility and reliability of health-related physical fitness tests in children with moderate to severe levels of intellectual disability. Thirty-nine children (2–18 yrs) performed tests for muscular strength and endurance, the modified 6-minute walk test (6mwt) for cardiorespiratory fitness, and body composition tests, and 30–97% of the tests were successfully completed. Short-term test-retest reliability of all tests was good (Intraclass Correlation Coefficient [ICC] &gt; .8), long-term test-retest reliability was good for most tests (ICC &gt; .7), but low ICCs were found for most strength tests. Measuring body composition and cardiorespiratory fitness is feasible and reliable. Measuring muscle endurance is fairly feasible and reliable.

Physical Activity, Fitness, and Affective Responses of Normal-Weight and Overweight Adolescents during Physical Education

2006 ◽  
Vol 18 (1) ◽  
pp. 53-63 ◽  
Author(s):  
Stuart Fairclough ◽  
Gareth Stratton
Keyword(s):  
Physical Activity ◽  
Body Mass Index ◽  
Physical Education ◽  
Cardiorespiratory Fitness ◽  
Vigorous Physical Activity ◽  
Perceived Competence ◽  
Normal Weight ◽  
Affective Responses ◽  
Treadmill Test ◽  
Overweight Adolescents

This study investigated the enjoyment and perceived competence of normal-weight (n = 48) and overweight (n = 20) adolescents during physical education (PE) classes. Amount of PE time spent in moderate-to-vigorous (MVPA) and vigorous physical activity (VPA), as well as cardiorespiratory fitness (graded treadmill test) and body composition (body mass index) were also compared. Normal-weight students reported the greatest values for enjoyment (p = .008) and perceived competence (p = .005), though no differences in MVPA and VPA were observed. Cardiorespiratory fitness was highest among normal-weight students (p < .0001). In comparison with normal-weight adolescents, overweight youth might not be provided with optimal psychological experiences during PE classes.

Promoting Health-Related Cardiorespiratory Fitness in Physical Education: The Role of Lesson Context and Teacher Behavior in an Observational Longitudinal Study

2021 ◽  
pp. 1-7
Author(s):  
Miguel Peralta ◽  
Élvio Rúbio Gouveia ◽  
Gerson Ferrari ◽  
Ricardo Catunda ◽  
Duarte Heriques-Neto ◽  
...  
Keyword(s):  
Physical Education ◽  
Cardiorespiratory Fitness ◽  
Teacher Behavior ◽  
Linear Regression Models ◽  
School Year ◽  
Instruction Time ◽  
Cardiovascular Endurance ◽  
Health Related ◽  
Lesson Content ◽  
Lesson Context

Purpose: Physical education (PE) is an important context for promoting health-related cardiorespiratory fitness (CRF) in youth. Within PE, the lesson context and teacher behavior may be relevant for the promotion CRF; however, evidence is scarce. Therefore, the purpose of this study was to assess whether students’ CRF improvement in a school year was explained by PE lesson context and teacher behavior. Method: A 1-year observational one-group pretest/posttest study, including 212 students, was conducted. The Progressive Aerobic Cardiovascular Endurance Run (PACER) was used to assess CRF. The PE lesson context and teacher behavior were assessed using the System for Observing Fitness Instruction Time. Multivariate linear regression models were performed to examine the effect of time spent in each category of lesson content and teacher behavior on the change in PACER laps from the beginning to the end of the school year. Results: Lesson time spent in gameplay (boys: B = −0.24, 95% confidence interval [CI] [−0.45, −0.02]; girls: B = −0.17, 95% CI [−0.29, −0.04]), time spent by teachers in instruction tasks (boys: B = 0.38, 95% CI [0.17, 0.60]; girls: B = 0.33, 95% CI [0.17, 0.48]), and promoting fitness (girls: B = 1.40, 95% CI [0.60, 2.20]) were associated to PACER improvement. Lesson time spent in general content (boys: B = −0.24, 95% CI [−0.45, −0.02]; girls: B = −0.17, 95% CI [−0.29, −0.04]) and time spent by teachers in management tasks (boys: B = −0.42, 95% CI [−0.70, −0.15]; girls: B = −0.46, 95% CI [−0.63, −0.28]) were negatively associated to PACER. Discussion/Conclusion: Promoting CRF in PE can be achieved by providing active class contexts, such as gameplay, reducing management time, and promoting in-class and out-of-class fitness.

scholarly journals Poor Physical Fitness Performance as a Predictor of General Adiposity in Taiwanese Adults

2020 ◽  
Vol 17 (8) ◽  
pp. 2686
Author(s):  
Yi-Tien Lin ◽  
Po-Fu Lee ◽  
Tian-Shyug Lee ◽  
Chien-Chang Ho
Keyword(s):  
Physical Fitness ◽  
Cardiorespiratory Fitness ◽  
Cross Sectional Study ◽  
Study Data ◽  
Overweight And Obesity ◽  
Cross Sectional ◽  
Obesity Status ◽  
Increased Risk ◽  
Fitness Tests ◽  
Health Related

The purpose of the present study was to investigate the association between different levels of health-related physical fitness measurements and obesity status in Taiwanese adults. A cross-sectional study was conducted by reviewing the National Physical Fitness Survey in Taiwan (HPFSIT) database. Responses from 60,056 participants, aged 23–64 years from the database were collected in the present study. Data from a standardized structured questionnaire and health-related physical fitness tests were analyzed. The quartiles of each physical fitness measurement were used for unconditional logistic regression analyses. Our results indicated clear trends in the association between cardiorespiratory fitness and overweight/obesity. Overweight and obesity were associated with a 10% to 60% increased risk of low levels of cardiorespiratory fitness in men and a 10% to almost 30% increased risk in women. However, the association between muscle strength/endurance and obesity status as well as flexibility and obesity status needs further investigation.

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.

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