scholarly journals The Association between Health-Related Fitness and Physical Activity during Weekdays: Do Fit Students Exercise More after School?

2019 ◽  
Vol 11 (15) ◽  
pp. 4127 ◽  
Author(s):  
Dehong Yang ◽  
Xihe Zhu ◽  
Justin A. Haegele ◽  
Patrick B. Wilson ◽  
Xueping Wu

Physically active students are more likely to be fit and learn better in school than sedentary ones. For school-aged children, it is unclear whether physical fitness level is an important determinant for student’s activity afterschool. This study examined the association between health-related physical fitness test performance and afterschool physical activity during weekdays. Participants (n = 97, 11–13 years old) completed health-related fitness tests. They wore Actigraph GT3X accelerometers for five consecutive days, recording physical activity participation during after school hours. Descriptive statistics for both afterschool physical activity and health-related fitness were summarized. Regression analyses were conducted to determine the association between variables. Participants spent most of their afterschool hours participating in sedentary behaviors (274.27 ± 66.89 min) and light physical activity (73.68 ± 51.66 min), and only 11.35 ± 16.92 min of moderate-to-vigorous physical activity (MVPA), accumulating approximately 2058.52 ± 1690.56 steps each day afterschool. The regression model explained 22.8% of the variance in afterschool MVPA, and Progressive Aerobic Cardiovascular Endurance Run (PACER) scores were the only statistically significant predictor (β = 0.47, p < 0.01). Fit students do tend to exercise more after school. Promoting physical fitness in school is an important factor for students’ afterschool physical activity participation during weekdays.

Author(s):  
Donatus Udochukwu Chukwudo

This chapter discussed the importance of physical fitness concerning adult learners' readiness to participate meaningfully in academia. Despite the importance of health-related physical fitness, not many adults seem to have given the issue (physical fitness) the needed attention. The chapter focused on the issues associated with a reduced level of physical activity participation, and the changing modes of transportation, and how the issues could interfere with learning if not addressed — suggestions on how to improve physical fitness while learning constitutes parts of the discussion.


Author(s):  
Donatus Udochukwu Chukwudo

This chapter discussed the importance of physical fitness concerning adult learners' readiness to participate meaningfully in academia. Despite the importance of health-related physical fitness, not many adults seem to have given the issue (physical fitness) the needed attention. The chapter focused on the issues associated with a reduced level of physical activity participation, and the changing modes of transportation, and how the issues could interfere with learning if not addressed — suggestions on how to improve physical fitness while learning constitutes parts of the discussion.


2018 ◽  
Vol 2018 ◽  
pp. 1-6
Author(s):  
Timothy A. Brusseau ◽  
Ryan D. Burns ◽  
James C. Hannon

Background. The purpose of this study was to examine the physical activity patterns and health-related fitness levels of adolescents within the Juvenile Justice System.Methods. Participants included 68 adolescents (Mean age = 17.1 ± 1.0 years) in two secure Juvenile Justice correctional facilities in the Western USA. Moderate-to-vigorous physical activity (MVPA) was monitored for one week using the ActiGraph GT9X accelerometer. Health-related fitness was measured using the FITNESSGRAM test battery.Results. Adolescents averaged 43.3±21.6 minutes of MVPA per weekday compared to 42.7±27.5 per weekend day. During school hours, adolescents accumulated 17.1±9.0 minutes of MVPA compared to 5.9±3.4 minutes before school and 21.0±13.6 minutes after school. Adolescents averaged 18.9±11.0 push-ups, 44.5±26.4 curl-ups, 34.7±24.8 PACER laps, and 22.1%±10.0% body fat.Conclusions. Adolescents within the Juvenile Justice System are falling short of the recommended 60 minutes of MVPA per day and 30 minutes of MVPA during school and also need to improve their health-related fitness, especially cardiorespiratory endurance.


2013 ◽  
Vol 32 (3) ◽  
pp. 287-304 ◽  
Author(s):  
Xihe Zhu ◽  
Ang Chen

This study examined the relation between adolescent expectancy-value motivation, achievements, and after-school physical activity participation. Adolescents (N = 854) from 12 middle schools completed an expectancy-value motivation questionnaire, pre and posttests in psychomotor skill and health-related fitness knowledge tests, and a three-day after-school Physical Activity Recall. Data were analyzed using structural equation modeling to test an a priori model. Results revealed that expectancy belief significantly predicted adolescent psychomotor achievement, and that psychomotor achievement was the only direct significant predictor for physical activity participation (p < .05). Expectancy belief and task values were not significantly directly associated with adolescent physical activity participation (p > .05). The findings suggested the relation between adolescent expectancy-value motivation and physical activity participation is likely to be mediated by their psychomotor skill achievement.


2013 ◽  
Vol 6 (2) ◽  
pp. 185-187
Author(s):  
Ted F. Burden ◽  
Marlene A. Dixon

Numerous studies have shown the high level of influence interscholastic coaches’ yield at their respective campuses (Côté & Fraser-Thomas, 2007; Fredericks & Eccles, 2006; Greendorfer, 2002). This influence is not confined to athletes only, but extends to a large portion of the general student body as well. Coaches, especially interscholastic coaches, can become centers of influence (COI) for physical fitness and physical activity participation throughout the entire student body. This often unsolicited influence can have dramatic effects on how non-participants view initiatives and opportunities encouraged by “their” coach. For example, coaches can personally recruit new athletes, provide mentoring, and/or encourage participation in after-school activities.


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