scholarly journals Class context, teacher behavior, and physical activity levels during physical education classes

1989 ◽  
Author(s):  
Josieli Regina Brey ◽  
◽  
Alessandra Cardozo Machado Suga ◽  
Alexandre Augusto De Paula Da Silva ◽  
Ciro Romelio Rodriguez-AñezRogriguez-A ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Sedentary Behavior ◽  
Binary Logistic Regression ◽  
Teacher Behavior ◽  
Activity Levels ◽  
Classroom Context ◽  
Systematic Observation ◽  
School Students ◽  
Class Time

The aim of this study was to test the association between classroom context, teacher’s behavior and the physical activity (PA) level of elementary school students during physical education (PE) classes. Eighteen PE classes from six schools were evaluated. Classrrom context and teacher’s behavior were assessed by systematic observation (SOFIT) while students' PA level was measured by accelerometry. Data were treated by descriptive statistics and presented as a proportion of class time in sedentary behavior and at different PA levels. Association between classroom context and teacher behavior with different PA levels was tested by binary logistic regression. The student spent more time during PE class in light (40.8%) and vigorous (40.9%) PAs. The largest proportion of class time was allocated to the context of: structured games (35.8%), skill practice (23.2%) and management (21.7%) context represented 80.7% total time of PE class. The most frequent behavior of the teacher were: general instruction (45.5%), management (28.7%) and observing (18.3%). It was found that the proportion of student’s time in sedentary behavior and at different levels of PA during the PE class varied according to the context of the class and the teachers' behavior.

scholarly journals Temporal Trends in the Association between Participation in Physical Education and Physical Activity among U.S. High School Students, 2011–2017

2020 ◽  
Vol 17 (7) ◽  
pp. 2357 ◽  
Author(s):  
Seungho Ryu ◽  
Paul Loprinzi ◽  
Heontae Kim ◽  
Minsoo Kang
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Temporal Trends ◽  
Physical Activity Guideline ◽  
Activity Levels ◽  
School Students ◽  
Physically Active ◽  
Education Participation

The purpose of this study was to assess trends in physical education and physical activity among U.S. high school students from 2011 to 2017, respectively, and to evaluate temporal trends in the relationship between physical education class participation and physical activity levels. Data from a total of 51,616 high school students who participated in the Youth Risk Behavior Surveillance System (YRBSS) from 2011 to 2017 were analyzed for this study. Physical education was measured as follows: In an average week when you are in school, on how many days do you go to physical education classes? Physical activity was measured as follows: During the past 7 days, on how many days were you physically active for a total of at least 60 min per day? Meeting physical activity guideline was defined as engaging in 7 days per week of at least 60 min per day. Across the 2011–2017 YRBSS, there were no linear (p = 0.44)/quadratic trends (p = 0.37) in physical education and linear (p = 0.27)/quadratic trends (p = 0.25) in physical activity, respectively. Regarding the trends in the association between physical education and physical activity, there were no statistically significant linear (unstandardized regression coefficient (b) = 0.013, p = 0.43) or quadratic (p = 0.75) trends; however, at the sample level, there was a slight increase in the odds ratio effect sizes from 2011 to 2017 (ES = 1.80–1.98). The pooled association between physical education participation and physical activity was statistically significant, OR = 1.88, 95% CI = 1.75–2.03, p < 0.001. That is, on average across the four YRBSS cycles, students who participated in physical education had 1.88 times higher odds of meeting physical activity guideline when compared to students who did not participate in physical education. The trends of physical education and physical activity did not change between 2011 and 2017. Overall, we observed a significant relationship between participation in physical education and physical activity. There was a non-significant yet stable trend of association between participation in physical education and physical activity over time.

Free-Living Pedometer Step Counts of High School Students

2004 ◽  
Vol 16 (1) ◽  
pp. 44-53 ◽  
Author(s):  
Bridgette E. Wilde ◽  
Charles B. Corbin ◽  
Guy C. Le Masurier
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Moderate Activity ◽  
Activity Levels ◽  
School Students ◽  
Free Living ◽  
Steps Per Day ◽  
Activity Recommendations

The purpose of this study was to examine the pedometer-measured physical activity levels of high school students (Grades 9–12). Comparisons were made between sexes, among grades, among groups based on level of participation in sport and physical education, and among groups based on levels of self-reported physical activity (based on questions from the National Youth Risk Behavior Surveillance System). Participants wore sealed pedometers for 4 consecutive school days. Results indicated no differences among days of monitoring but did show significant differences in mean steps per day between sexes, among grades, and among activity levels. Males took more steps per day than females did, and 10th graders took more steps than 12th graders did. Teens involved in sport and physical education took more steps than did those not involved. Teens who reported meeting both moderate and vigorous activity recommendations were most active, followed by teens meeting recommendations for moderate activity.

scholarly journals Investigation of Physical Activity Levels of Physical Education and Sports School Students

2018 ◽  
Vol 4 (4) ◽  
pp. 347-355
Author(s):  
Mehmet YILDIRIM
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Personal Information ◽  
Short Form ◽  
Activity Levels ◽  
Education Department ◽  
School Students ◽  
Chi Square ◽  
Physical Activity Levels ◽  
Academic Year

The aim of this research is to determine the physical activity levels of physical education and sports school students and to examine the physical activity levels according to some demographic characteristics. The objective of the research is composed of 480 students who are studying different programs in Bozok University Physical Education and Sports School in 2017-2018 academic year. The sample of the research is composed of 300 students’ determined random sampling method among the students studying in Bozok University Physical Education and Sports School in 2017-2018 academic year. Demographic information about the students in the survey was obtained with the personal information form and information about the level of participation in physical activity by the International Physical Activity Scale (Short form). Frequency, percentage, cross tables, Chi-Square and ANOVA tests were used in the analysis of the data. As a result of the analyzes; statistically significant differences were found between physical activity levels according to gender, body mass index, education department, sports branch and cigarette use variables (p<.05).

Girls’ Physical Activity during High School Physical Education: Influences of Body Composition and Cardiorespiratory Fitness

2003 ◽  
Vol 22 (4) ◽  
pp. 382-395 ◽  
Author(s):  
Stuart J. Fairclough
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Cardiorespiratory Fitness ◽  
Body Fat ◽  
Treadmill Running ◽  
Activity Levels ◽  
Class Time ◽  
High School Physical Education ◽  
Intensity Physical Activity

This study assessed the physical activity levels of 20 high school girls (age 13 years, SD = 1.1) during physical education classes, over an 8-month period. Physical activity was measured by heart rate telemetry and accelerometry. Skinfold measurements were used to estimate percent body fat, and peak VO2 was assessed by maximal treadmill running. Girls engaged in moderate-to-vigorous intensity physical activity (MVPA) for 38.5% of class time and produced 961.8 vector magnitude (Vmag) counts · min−1. Body fat was inversely correlated with Vmag counts · min−1 (r = −.65, p < .01) and peak VO2 (r = −.65, p < .01). Girls’ MVPA in physical education did not meet the Healthy People 2010 50% of class time criterion. Body fat significantly predicted 42% of the variance in Vmag counts · min−1. Cardiorespiratory fitness appeared not to influence physical activity during physical education, regardless of measurement method. Girls’ physical activity in physical education may be improved if schools advocate planned lesson outcomes that aim to maximize opportunities for physical activity.

scholarly journals Physical Activity, Lesson Context and Teacher Behavior in Large Physical Education Classes

2018 ◽  
Vol 6 (12) ◽  
pp. 84-90
Author(s):  
Michael K. Gross
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Role Models ◽  
Sports Medicine ◽  
Cardiovascular Health ◽  
Teacher Behavior ◽  
Activity Levels ◽  
Lesson Context ◽  
Sedentary Activities

With the advent of national and international concern about children’s decreasing activity levels, a number of interventions have been put in place that aim to promote cardiovascular health. These include national trials such as CATCH (Perry, Sellers, & Johnson, 1997) and SPARK (Sallis, McKenzie, Alcaraz, Kolody, Faucette, & Hovell, 1997). At a more programmatic level, there has been increasing attention towards the expansion of school physical education, dissuading children from pursuing sedentary activities, providing suitable role models for physical activity, and making activity-promoting changes in the environment (Council on Sports Medicine and Fitness, 2006).

scholarly journals Urban versus rural lifestyle in adolescents: associations between environment, physical activity levels and sedentary behavior

2016 ◽  
Vol 14 (4) ◽  
pp. 461-467 ◽  
Author(s):  
Manuela Ferreira Regis ◽  
◽  
Luciano Machado Ferreira Tenório de Oliveira ◽  
Ana Raquel Mendes dos Santos ◽  
Ameliane da Conceição Reubens Leonidio ◽  
...  
Keyword(s):  
Physical Activity ◽  
Sedentary Behavior ◽  
Rural Areas ◽  
Urban Areas ◽  
Binary Logistic Regression ◽  
Cluster Sampling ◽  
Activity Levels ◽  
Sedentary Behaviors ◽  
Physical Activity Levels ◽  
Urban And Rural Areas

ABSTRACT Objective To analyze the levels of physical activity and sedentary behavior in adolescents living in urban and rural areas. Methods An epidemiological, cross-section study with quantitative design, carried out at the regional level. The sample comprised 6,234 students aged 14 to 19 years, selected using random cluster sampling. The χ2 test and binary logistic regression were used in the analysis. Results A total of 74.5% of adolescents lived in urban areas. After adjustment, rural residents spent less time watching television (odds ratio – OR: 0.45; 95% confidence interval – 95%CI: 0.39-0.52), using a computer and/or playing video games (OR: 0.30; 95%CI: 0.22-0.42), or sitting down (OR: 0.66; 95%CI: 0.54-0.80); chose passive leisure less often (OR: 0.83; 95%IC: 0.72-0.95) and were less likely to be classified as insufficiently active (OR: 0.88; 95%IC: 0.78-0.99) when compared to urban residents, regardless of sex or age. The fact that adolescents living in rural areas who did not work were more likely to be classified as insufficiently active (OR: 2.59; 95%CI: 2.07-3.24) emphasized the significant role of occupation in physical activity levels in this group. Conclusion Adolescents living in rural areas were less exposed to the sedentary behaviors, chose more active leisure, and had higher levels of physical activity. Place of residence and occupation may play a major role in youth lifestyle.

scholarly journals Comparison of moderate-to-vigorous physical activity levels between physical education, school recess and after-school time in secondary school students:

Kinesiology ◽  
2017 ◽  
Vol 49 (2) ◽  
pp. 242-251 ◽  
Author(s):  
Daniel Mayorga Vega ◽  
Jesús Viciana
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
After School ◽  
Activity Levels ◽  
School Students ◽  
School Time ◽  
Physical Activity Levels ◽  
Education School ◽  
School Recess

Regular physical activity is an important factor of health in youth. Unfortunately, in Chile 85% of adolescents do not achieve the 60 min daily recommendation of moderate-to-vigorous physical activity. Physical education, school recess and after-school time are considered crucial environments for adolescents to meet the recommended moderate-to-vigorous physical activity levels. This study compared the moderateto-vigorous physical activity levels between physical education, school recess and after-school time in Chilean secondary school students, and examined the influence of gender and weight status. A hundred and fifty-six Chilean secondary school students (finally 89 participants were included), aged 13-14 years, were monitored by objective measures of moderate-to-vigorous physical activity during physical education, school recess and after-school time. Results indicated statistically significant differences in moderate-to-vigorous physical activity between contexts (total minutes: After-school time&gt;physical education&gt;school recess; percentage: Physical education&gt;after-school time=school recess, p&lt;.001) as well as a gender-related influence (boys&gt;girls, p&lt;.05). Policy-makers are encouraged to increase the number of physical education classes and teachers to ensure that more physical education class time is spent in moderate-to-vigorous physical activity, especially among girls. The increase in students’ moderate-to-vigorous physical activity levels during school recess and after-school time should also be promoted.

SOFIT: System for Observing Fitness Instruction Time

1992 ◽  
Vol 11 (2) ◽  
pp. 195-205 ◽  
Author(s):  
Thomas L. McKenzie ◽  
James F. Sallis ◽  
Philip R. Nader
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Direct Observation ◽  
Fourth Grade ◽  
Teacher Behavior ◽  
Activity Levels ◽  
Observation Instrument ◽  
Instruction Time ◽  
Context Variables ◽  
Physical Activity Levels

This paper describes SOFIT (System for Observing Fitness Instruction Time), an observation instrument designed to assess variables associated with students’ activity levels and opportunities to become physically fit in physical education. SOFIT involves the direct observation of classes while simultaneously recording student physical activity levels, curriculum context variables, and teacher behavior. The paper reports the reliability, validity, and feasibility of using the instrument, as well as data from using SOFIT to assess 88 third- and fourth-grade classes.

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