scholarly journals The Gender and Education of Parents as Factors That Influence Their Views on Physical Education

2021 ◽  
Vol 13 (24) ◽  
pp. 13708
Author(s):  
Beáta Ružbarská ◽  
Branislav Antala ◽  
Miroslav Gombár ◽  
Lenka Tlučáková
Keyword(s):  
Physical Activity ◽  
Secondary Education ◽  
Physical Education ◽  
Secondary School ◽  
Physical Fitness ◽  
Level Of Education ◽  
Gender And Education ◽  
Confirmatory Factor ◽  
Children’S Physical Activity ◽  
Primary And Secondary School

(1) The aim of this paper was to explore the views of primary and secondary school children’s parents on physical education (PE) and to subsequently analyse the differences in their views. The gender of the parent and child was taken into consideration as well as the parents’ levels of education. (2) The research sample consisted of 821 participants 668 of which were female (81.4%) and 153 of which were male (18.6%). The views of the children’s parents were collected through a non-standardized questionnaire. The questionnaire was divided into four areas (1—attitudes towards the physical education teaching process, 2—physical activity as part of lifestyle, 3—physical education during the COVID-19 pandemic, 4—social capital), with a total of 18 items in the questionnaire. The reliability of the questionnaire was analysed using Cronbach’s coefficient reached 0.835. Confirmatory factor analysis was also used to test the predicted factor structure. (3) In general, this research found that parents were more likely to express dissatisfaction if their child was only provided with 2 PE classes per week and would accept an increase in this number. Those parents whose children do not participate in organized physical activities were shown to be unsatisfied with their children’s physical fitness. A more significant limitation of children’s physical activity (PA) was observed among parents with secondary education. Parents with secondary education also feel that their child partaking in PA when they have free time is not so important, whereas parents with a higher level of education feel that it is. (4) Parents expressed positive evaluations of PE and recognized the importance it has in their child’s education. In the questionnaire, questions were related to physical fitness and PA specifically during the COVID-19 pandemic and this research observes the differences in opinions of parents depending on the level of education they attained and the gender of their child.

IMPLEMENTATION OF THE PRINCIPLE OF CONTINUATION OF PHYSICAL EDUCATION IN PRIMARY AND PRIMARY SCHOOLS

InterConf ◽  
2021 ◽  
pp. 37-43
Author(s):  
Mikhail Kalenyk
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Secondary School ◽  
Primary School ◽  
Primary Schools ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary And Secondary Education ◽  
Content Classification ◽  
Primary And Secondary School

The curricula of the new Ukrainian school for grades 1-4, grades 5-6, physics programs for grades 7-11 and the content classification between subjects are analyzed. Appropriate methodological improvements are proposed to close the gap between primary and secondary education, in the context of studying certain physical concepts, by improving the adaptation of students in the transition from primary to primary school, in particular, in the transition from certain issues of mathematics, science and others to physics, where the implementation of subject competence. In view of this, it is suggested that primary and secondary school teachers, when studying the components of the content of the school course of physics, follow the generalized plans for their study, as in the school course of physics.

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.

Direct and Indirect Influence of Physical Education-Based Interventions on Physical Activity: A Review

2011 ◽  
Vol 8 (6) ◽  
pp. 866-878 ◽  
Author(s):  
Menno Slingerland ◽  
Lars Borghouts
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Children And Adolescents ◽  
Intervention Studies ◽  
Reference Lists ◽  
Adult Life ◽  
School Students ◽  
Primary And Secondary School

Background:Physical education (PE) has the potential of stimulating physical activity (PA) in children and adolescents in a direct and an indirect manner. By providing in-class activity, PE could directly contribute to the accumulation of physical activity. In addition, it is often claimed that PE could have an effect on physical activity by stimulating out-of-class activity, or even physical activity in adult life.Methods:We reviewed intervention studies using a PE component that directly or indirectly aimed to increase physical activity in primary and secondary school students. An electronic literature search was conducted and articles’ reference lists were scanned for additional papers.Results:Fourteen studies matched our criteria. A review of these studies showed that interventions are able to directly increase activity in PE classes with relatively simple modifications, whereas the evidence for increasing out-of-class PA through interventions utilizing PE as a component is less convincing.Conclusions:We propose that evidence-based interventions aimed at increasing PA in children and adolescents through PE should at this moment be aimed at the direct effect of PE. There is a need for high quality PE-based interventions directed at out-of-class activity and long-term active life style.

scholarly journals Teachers' perceptions of physical education content and influences on gender differences

2015 ◽  
Vol 21 (4) ◽  
pp. 375-385
Author(s):  
Francisco Javier Castejón ◽  
Francisco Javier Giménez
Keyword(s):  
Physical Activity ◽  
Gender Differences ◽  
Secondary Education ◽  
Physical Education ◽  
Physical Fitness ◽  
Social Benefits ◽  
Physical Education Teachers ◽  
Semistructured Interview ◽  
Educational Purpose ◽  
Teachers Perceptions

Abstract Boys and girls do not show the same interest in physical education classes. Teachers are the architect so that such participation can achieve the educational and social benefits purported by physical education. The aim of this study was to analyze whether teachers perceive that some contents are more appropriate for boys, excluding girls' participation. The methodology combines two instruments: a questionnaire and a semistructured interview. Participants were 18 Spanish secondary education teachers (14 males and 4 females) of physical education. Teachers think there is still a masculine approach to physical education classes. The boys prefer sports and physical fitness contents, whereas the girls prefer expressive contents, especially dancing. Teachers' suggestions to improve girls' participation are provided that most girls usually grant less importance to the more competitive physical education contents, whereas the majority of boys are more participative and they hardly help the girls. This means that teachers should present the benefits of physical activity in such a way that fulfills their educational purpose.

scholarly journals Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors

Sensors ◽  
2020 ◽  
Vol 21 (1) ◽  
pp. 153
Author(s):  
Daniel Amo ◽  
Paul Fox ◽  
David Fonseca ◽  
César Poyatos
Keyword(s):  
Systematic Review ◽  
Secondary Education ◽  
Secondary School ◽  
Learning Analytics ◽  
Secondary School Students ◽  
Project Based Learning ◽  
Educational Robotics ◽  
School Students ◽  
Primary And Secondary Education ◽  
Primary And Secondary School

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.

scholarly journals Effect of Linear and Nonlinear Pedagogy Physical Education Interventions on Children’s Physical Activity: A Cluster Randomized Controlled Trial (SAMPLE-PE)

Children ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 49
Author(s):  
Matteo Crotti ◽  
James R. Rudd ◽  
Simon Roberts ◽  
Lynne M. Boddy ◽  
Katie Fitton Davies ◽  
...  
Keyword(s):  
Physical Activity ◽  
Randomized Controlled Trial ◽  
Physical Education ◽  
Primary Schools ◽  
Controlled Trial ◽  
Control Group ◽  
Usual Practice ◽  
Randomized Controlled ◽  
Children’S Physical Activity ◽  
Pedagogical Approaches

Background: School-based interventions are a key opportunity to improve children’s physical activity (PA); however, there is lack of evidence about how pedagogical approaches to motor learning in physical education (PE) might affect PA in children. Therefore, this study aimed to assess how different pedagogical approaches in PE might affect children’s PA. Methods: Participants (n = 360, 5–6 years) from 12 primary schools within the SAMPLE-PE randomized controlled trial were randomly allocated to either Linear Pedagogy (LP: n = 3) or Nonlinear Pedagogy (NP: n = 3) interventions, where schools received a 15-week PE intervention delivered by trained coaches, or to a control group (n = 6), where schools followed usual practice. ActiGraph GT9X accelerometers were used to assess PA metrics (moderate-to-vigorous PA, mean raw acceleration and lowest acceleration over the most active hour and half hour) over whole and segmented weeks at baseline, immediately post-intervention and 6 months follow-up. Intention to treat analysis employing multilevel modelling was used to assess intervention effects. Results: LP and NP interventions did not significantly affect children’s PA levels compared to the control group. Conclusion: PE interventions based on LP and NP alone might not be effective in improving habitual PA in children.

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.

scholarly journals Análisis del desarrollo curricular de la Educación Física en la Enseñanza Secundaria Obligatoria: Comparación de los currículos autonómicos (Analysis of curriculum development of Physical Education in Secondary Education: Comparison of regional curricula)

Retos ◽  
2016 ◽  
pp. 82-87
Author(s):  
David Méndez Alonso ◽  
Angel Pérez Pueyo ◽  
Antonio Méndez Giménez ◽  
Francisco Javier Fernandez Río ◽  
José Antonio Prieto Saborit
Keyword(s):  
Physical Activity ◽  
Secondary Education ◽  
Physical Education ◽  
School Context ◽  
Research Work ◽  
Activity Levels ◽  
Autonomous Community ◽  
Autonomous Communities ◽  
Credit Hours ◽  
Curricular Development

Tres fueron los objetivos de esta investigación: a) analizar el desarrollo curricular autonómico a partir del RD 1.105/2014 que establece el currículo básico de Educación Secundaria Obligatoria (ESO) en relación a la Educación Física (EF), b) comparar la carga horaria asignada a esta asignatura, y c) examinar las diferentes posibilidades que los currículos autonómicos han contemplado para incrementar la actividad física (AF) de los estudiantes en horario lectivo. Se realizó un análisis comparativo y cualitativo de las 15 normativas curriculares autonómicas disponibles. Los resultados muestran una elevada disparidad entre las autonomías en la manera de abordar los elementos curriculares. La catalogación de la EF como asignatura específica ha provocado serias divergencias, principalmente en los contenidos. Pese a las reiteradas reivindicaciones de los docentes y profesionales de la salud, la carga horaria se ha mantenido inmutable en relación a las leyes anteriores: dos horas semanales. Con todo, la consideración de propuestas en el marco de las asignaturas de libre configuración autonómica podría representar una vía eficaz para el incremento de la AF en los centros educativos.Abstract. The present research work has three main goals: a) to assess curricular development of RD 1105/2014, which establishes the basic curriculum in compulsory Secondary Education, in relation to Physical Education; b) to compare credit hours of this subject by Autonomous Community; and c) to examine the different curricular strategies that each Autonomous Community has taken into consideration to increase students’ physical activity levels within the school context. A comparative, qualitative analysis was carried out to assess 15 Spanish Autonomous Communities’ curricula. Results showed high disparities among Communities. The fact that Physical Education has been stated by law as a specific subject has led to sharp differences, mainly in terms of contents. Despite education and health professionals’ recurrent demands for change, physical education credit hours have remained unaltered: 2 hours per week. However, the consideration of different proposals within the new free-configuration autonomous subjects framework could represent an effective strategy to increase physical activity in educational contexts.

scholarly journals The Impact of Physical Activity to Physical Fitness and Nutrional Status of Grade X Surabaya Vocational High School

2020 ◽  
Vol 2 (2) ◽  
pp. 590-597
Author(s):  
Galih Prasetyo ◽  
Suroto ◽  
Dwi Cahyo Kartiko
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Physical Fitness ◽  
Design Research ◽  
Control Group ◽  
Vocational High School ◽  
School Students ◽  
The Impact

The purpose of this research is to improve physical fitness which is one of the goals of physical education in Indonesia while also improving the nutritional status of Surabaya vocational high school students. This research uses the treatment of physical activity 3 times a week in 2 months as a task in physical education to improve physical fitness and nutrional status on the sample of this research. Research design uses quasi experimental design with metode non-randomized control group pretest-posttest design. Research data was obtained as follows: data processing result on experiment group show that physical activity to VO2max got significant score based calculating using SPSS of 0,00 and physical activity to nutrional status got sig. of 0,60. Whereas in the control group, physical actifity got sig. of 0.20 to VO2max and sig. to 0.11 on nutrional status. Based on the above analysis it can be concluded that physical activity has a significant effect on physical fitness but physical activity has no significant effect on nutrional status to Surabaya vocational high school students.

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