Use of time and effort in physical education classes

2017 ◽  
Vol 65 (3) ◽  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Perceived Exertion ◽  
Movement Time ◽  
After School ◽  
Activity Time ◽  
Range Of Movement ◽  
Cross Sectional ◽  
Target Time ◽  
Use Of Time

High, goal-orientated movement time is an essential characteristic of good physical education (PE). Due to the low weekly dotation of PE in the Swiss school curriculum, the question arises as to how the available teaching time is used, to what extent do the pupils exert themselves and what the subject actually contributes to the achievement of the recommended activity guidelines? The purpose of this cross-sectional study was to analyse the use of time and to determine the effort and perceived exertion of 5th grades (n = 468) during physical education (PE) lessons of 90 min. The study was carried out in 30 randomly selected classes in the canton Schwyz during the school year 2015/2016. Our analysis focused on double lessons given as 90 min. units (n = 28). Objective data regarding duration and course of PE lessons (including movement times of selected pupils, n = 120) were measured with digital stopwatches. Childrens’ effort and percieved exertion was operationalised using subjective scales. At class level, on average 47 Min. of PE double lessons was available as activity time, i.e. 52% of the official target time (90 Min.). In this possible time frame pupils were active on average 19 min. whereby athletic children showed a significant higher range of movement than non-athletic ones (p < .001). 35.3% of all pupils estimated the exertion during PE lessons somewhat to very hard (i. e. values between 13–18 on Borg’s scale; mean = 11.4). Due to the specific setting (i.a. changing room and clothes) approximately 15% of total PE time was already lost at the beginning and end of lessons respectively. Further 31% were used for explanations and organisational issues, which is why in summary only one third of the daily recommended physical activity seems to be achieved through PE. Based on these findings, other ways to optimize the individual activity time in PE and to promote daily physical activity in school-settings (including opportunities before, during and after school) are urgently needed.

Screen Time and Physical Activity in Youth: Thief of Time or Lifestyle Choice?

2012 ◽  
Vol 9 (7) ◽  
pp. 977-984 ◽  
Author(s):  
Gavin R.H. Sandercock ◽  
Ayodele Ogunleye ◽  
Christine Voss
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Screen Time ◽  
School Lunch ◽  
Negative Association ◽  
After School ◽  
Cross Sectional ◽  
Lifestyle Choice ◽  
The Relationship ◽  
Activity Questionnaire

Background:This study aimed to examine the relationship between screen time and physical activity (PA) in children and adolescents but also to determine specific elements of PA that were most closely associated with screen time.Methods:We studied a cross-sectional sample of 6176 10.0–15.9 year olds (53% boys, 12.9 ± 1.5 years) who completed the Physical Activity Questionnaire for Children/Adolescents and reported daily screen time. Differences in total PA and specific elements of PA were examined between groups reporting: < 2 h, 2–4 h, and > 4 h daily screen time.Results:There were significant differences between screen time groups in: total PA, number of bouts of PA reported, after school PA, evening PA and weekend PA (P < .0001). There was a graded, negative association between higher screen time and lower free-time PA. Participants reporting < 2 h screen time were also significantly more active during school lunch breaks than those reporting > 2 h. Boys reporting > 4 h screen time were less active during physical education lessons.Conclusions:Screen time is significantly and negatively associated with PA in British youth. Screen time may displace active pursuits out of school but is also associated with lower PA during school. Daily screen time should be limited to < 2 h in line with current recommendations.

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.

scholarly journals Effect of Children’s Weight Status on Physical Activity and Sedentary Behavior during Physical Education, Recess, and After School

2020 ◽  
Vol 9 (8) ◽  
pp. 2651
Author(s):  
Zachary C. Pope ◽  
Charles Huang ◽  
David Stodden ◽  
Daniel J. McDonough ◽  
Zan Gao
Keyword(s):  
Physical Activity ◽  
Body Mass Index ◽  
Elementary School ◽  
Physical Education ◽  
Sedentary Behavior ◽  
Body Mass ◽  
Weight Status ◽  
After School ◽  
Healthy Weight

Children’s body mass index may affect physical activity (PA) participation. Therefore, this study examined the effect of children’s weight status on underserved elementary school children’s PA and sedentary behavior (SB) throughout the segmented day. Participants were 138 children (X¯age = 8.14 years). Children’s height and weight were measured with subsequent classification of children as healthy weight or overweight/obese. Durations of moderate-to-vigorous PA (MVPA), light PA (LPA), and SB during physical education (PE), morning recess, lunch recess, after school, and overall were assessed via accelerometry over three days. Independent t-tests evaluated differences in children’s MVPA, LPA, and SB during each daily segment by weight status. Significantly higher MVPA was observed for children of healthy weight status versus children with overweight/obesity during morning recess, t(136) = 2.15, p = 0.03, after school, t(136) = 2.68, p < 0.01, and overall, t(136) = 2.65, p < 0.01. Interestingly, comparisons of children of healthy weight status and children with overweight/obesity’s LPA and SB during the after-school segment revealed a trend wherein children with overweight/obesity participated in slightly greater LPA/less SB than children of healthy weight status. Higher MVPA was observed among children of healthy weight versus children with overweight/obesity during most daily segments. Concerted efforts should focus on increasing MVPA among children with overweight/obesity.

scholarly journals Evidence-Based Overview of Accelerometer-Measured Physical Activity during School Recess: An Updated Systematic Review

2021 ◽  
Vol 18 (2) ◽  
pp. 578
Author(s):  
Sergio Pulido Sánchez ◽  
Damián Iglesias Gallego
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
School Environment ◽  
Vigorous Physical Activity ◽  
Extraction Process ◽  
Intervention Programs ◽  
World Health ◽  
After School ◽  
Cross Sectional ◽  
Physically Active

Interest in analyzing physically active behaviors during school recesses has grown in recent years as the school environment has consolidated (recess, physical education classes, lunch-time, before and after school) as a crucial space to bring these levels towards those recommended through intervention programs and improvements in the school environment. Unfortunately, in most of these studies, children do not achieve the 60 min a day of moderate to vigorous physical activity (MVPA) recommended by the World Health Organization. The aim of this systematic review is to analyze the cross-sectional, longitudinal, and intervention studies objectively measured with accelerometers that have emerged in recent years to determine the amount of MVPA of children at recess. This systematic review followed the PRISMA guidelines. The extraction process for the studies included in this systematic review yielded a total of 43 articles. The studies were classified according to the methodological nature of the research: cross-sectional (n = 34), longitudinal (n = 3) and quasi-experimental (n = 6). The results of the studies confirm that during the recess period younger children are physically more active than older ones and that in general, boys are more physically active than girls. In addition, the data show that the school contributes to more than 40% of the total MVPA. The intervention programs led to an increase in MVPA of up to 5%. Providing schools with equipment and facilities shows that intervention programs are beneficial for raising children’s levels of physical activity.

scholarly journals Prevalence and correlates of insufficient physical activity in school adolescents in Peru

2018 ◽  
Vol 52 ◽  
pp. 51 ◽  
Author(s):  
Bimala Sharma ◽  
Rosemary Cosme Chavez ◽  
Eun Woo Eun Woo Nam
Keyword(s):  
Physical Activity ◽  
Body Weight ◽  
Physical Education ◽  
Parental Support ◽  
Leisure Time Physical Activity ◽  
Dietary Behaviors ◽  
World Health ◽  
After School ◽  
School Students ◽  
Insufficient Physical Activity

OBJECTIVE: To assess the prevalence and correlates of insufficient physical activity in adolescents in Peru. METHODS: We used a self-administered questionnaire developed from Global school-based Student Health Survey to collect information from secondary school students in North Lima and Callao in 2015. We carried out Poisson regression with robust variance using generalized linear models to estimate the crude and adjusted prevalence ratios (APR) with 95% confidence intervals (95%CI) of insufficient physical activity for its correlates. RESULTS: We have found that 78% of the adolescents did not meet the global recommendation of the World Health Organization on physical activity in the last week before the survey. Female respondents (APR = 1.13, 95%CI 1.04–1.21), respondents who perceived themselves as overweight (APR = 1.10, 95%CI 1.03–1.18), and respondents who consumed insufficient vegetables and fruits [no vegetables (APR = 1.30, 95%CI 1.06–1.59), no fruits (APR = 1.15, 95%CI 1.00–1.31) as compared to those who consumed ≥ 2 servings every day in the last seven days] were more likely to report insufficient physical activity. Adolescents who worked after school (APR = 0.92, 95%CI 0.84–0.99), had physical education classes five times per week (APR = 0.94, 95%CI 0.88–0.99), and had parental supervision (APR = 0.92, 95%CI 0.87–0.98) were less likely to report insufficient physical activity. CONCLUSIONS: Sex, work after school, perceived body weight, physical education class, parental support, and healthy dietary behaviors were associated with insufficient physical activity. Attempts to improve physical activity should look for ways to enhance leisure-time physical activity, parental support, physical education classes, healthy dietary behaviors, and normal body weight maintenance in adolescents with integrated efforts from the family and school.

scholarly journals Prevalence of physical inactivity and associated factors among adolescents from public schools in Uruguaiana, Rio Grande do Sul State, Brazil

2013 ◽  
Vol 29 (11) ◽  
pp. 2217-2229 ◽  
Author(s):  
Gabriel Gustavo Bergmann ◽  
Mauren Lúcia de Araújo Bergmann ◽  
Alexandre Carriconde Marques ◽  
Pedro Curi Hallal
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Physical Education ◽  
Physical Inactivity ◽  
Associated Factors ◽  
Female Gender ◽  
Older Children ◽  
Cross Sectional ◽  
Behavioral Variables ◽  
Cross Sectional Design

This study aimed to identify the prevalence of physical inactivity and associated factors in adolescents, using a cross-sectional design with a sample of 1,455 adolescents (741 females). Data were collected using a questionnaire consisting of socio-demographic, perceptual, and behavioral variables. Physical activity was estimated with the Physical Activity Questionnaire for Older Children and Adolescents. Prevalence of physical inactivity was 68% (95%CI: 65.6%-70.4%). The following variables remained associated with physical inactivity in the adjusted analysis (p < 0.05): living in an apartment, female gender, older adolescents, lower self-rated physical activity compared to peers, low perception of maternal physical activity, passive commuting to school, non-participation in physical education at school, non-enjoyment of physical education classes, and limited involvement in other types of physical exercise besides physical education at school. There were a high proportion of inactive adolescents. Strategies to prevent physical inactivity in adolescents should be elaborated with a central role for the school and family.

scholarly journals Children’s segment specific moderate to vigorous physical activity through a school-initiated physical activity program

2015 ◽  
Vol 7 (2) ◽  
pp. 19-32
Author(s):  
ARTO GRÅSTÉN
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Repeated Measures ◽  
Vigorous Physical Activity ◽  
After School ◽  
Physical Activity Guidelines ◽  
School Activities ◽  
Before And After ◽  
Before School ◽  
Out Of School

Background: Since less than one-third of 13-year-olds in many Western countries meet the physical activity guidelines, there is a major need to promote physical activity. The aim of this study was to examine children’s segment specific moderate to vigorous physical activity (MVPA) through the school-initiated program. Material/Methods: The sample comprised 76 Finnish elementary school children. Accelerometers were used to investigate the patterns of segmented MVPA through 2012-2014. Repeated Measures Analysis was implemented to summarize variability between time and segments of MVPA. Results: The examination of children’s MVPA revealed that their total, weekend, and before-school activity were significant predictors for their subsequent activity. Children’s MVPA in physical education classes, before- and after-school, and during school breaks decreased through the program. Both girls and boys accumulated the majority of their weekly MVPA during weekdays and out-of-school. Conclusions: The program provedto be effective in order to sustain children’s total MVPA levels, although physical education, before- and after-school, and recess MVPA decreased through the program. Out-of-school activities seemed to be more important than in-school activities in relation to children’s total MVPA minutes, when they transfer to the higher grades. Attention should be paid to out-of-school, especially weekend, activities.

scholarly journals KEBUGARAN FISIK SISWA YANG MENGIKUTI KEGIATAN EKSTRAKURIKULER OLAHRAGA LEBIH BAIK DIBANDINGKAN DENGAN SISWA YANG HANYA MENGIKUTI MATA PELAJARAN PENJAS DI SMPN 02 MASBAGIK KABUPATEN LOMBOK TIMUR TAHUN PELAJARAN 2016/2017

2018 ◽  
Author(s):  
Makbullah ◽  
Made Muliarta ◽  
Gde Ngurah Indraguna Pinatih ◽  
Luh Made Indah Sri Handari Adiputra ◽  
Ida Bagus Ngurah ◽  
...  
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Physical Fitness ◽  
Junior High School ◽  
Random Sampling ◽  
Junior High ◽  
Cross Sectional ◽  
Physical Education Lesson ◽  
Better Than

This research based on practice at junior high school, while physical education lesson we found that the physical fitness of the student are weak. Physical fitness is ability of someone to doing physical activity or make some move in periodic time without have a terrible tired and still have rest of power to dounexpected work.The aims of this research is to knowing the fitness of students who has following the physical education and extracurricular sport more better then the usual student. This research is observational analytic with cross sectional method. Location of this research in 02 masbagik junior high school and using 66 sample divided into 2 groups by random sampling, 33 are usual student, and 33 student that have an extracurricular lesson. Based on analyze of SPSS confirmed that the physical fitness of student that have an extracurricular was better than usual student by 1000 M distance of running test. The usual student got 7,2667±2,12584 minute with median 6,4300 (p = 0,001) while the extra student got 5,4297±1,19317 minute median 5,2300. Based on this research we can confirmed that the level of physical fitness of the student who have the extra lesson was better than the usual student who haven’t the extra lesson.

scholarly journals Association between Motivational Climate, Adherence to Mediterranean Diet, and Levels of Physical Activity in Physical Education Students

2019 ◽  
Vol 9 (4) ◽  
pp. 37 ◽  
Author(s):  
González-Valero ◽  
Ubago-Jiménez ◽  
Ramírez-Granizo ◽  
Puertas-Molero
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Mediterranean Diet ◽  
Motivational Climate ◽  
Social Recognition ◽  
Physical Education Teachers ◽  
Cross Sectional ◽  
Healthy Habits ◽  
Active Lifestyles ◽  
Perceived Motivational Climate

Physical Education is an essential educational area to develop physical-healthy habits and motivational orientations, which are fundamental to guide the situation of future Physical Education teachers. These professionals will have a fundamental role in teaching different types of motivations, active lifestyles, and healthy habits in youths. For this reason, the objective of the study is to know the association between motivational climate, adherence to the Mediterranean diet (MD), and the practice of physical activity in future Physical Education teachers. A cross-sectional and nonexperimental study was carried out using a single measurement within a single group. The sample consisted of 775 university students from the cities of Andalusia (Spain). Motivational climate was evaluated through the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), levels of physical activity were evaluated through the adolescent version of the Physical Activity Questionnaire (PAQ-A), and level of adherence to the MD was assessed through Mediterranean Diet Quality Index (KIDMED). On one hand, the healthy and self-improvement component promoted by physical activity favors an orientation focused on process and learning. Likewise, the competitive component is key to motivation focused on product and social recognition. In addition, future Physical Education teachers should pay special attention to the unequal recognition among members that physical activity can generate, in order to avoid personal disregard and social rejection. The ego climate is related to a high adherence to the MD. On the other hand, the future Physical Education teachers who manifest motivational processes based on fun and their own satisfaction have low levels of adherence to the MD.

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