scholarly journals Educational training program to increase the moderate to vigorous physical activity index in physical education teachers

Retos ◽  
2020 ◽  
pp. 192-199
Author(s):  
Javier Arturo Hall-López
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Training Program ◽  
Activity Index ◽  
Vigorous Physical Activity ◽  
World Health ◽  
Physical Education Teachers ◽  
Educational Training ◽  
Physical Activity Index ◽  
Educational Training Program

Abstract. Objective: To design and evaluate a training program to increase the moderate to vigorous physical activity index in physical education teachers. Method: the volunteer subjects participated in the educational training program whose goal was to obtain competences on how to create a pedagogical climate in physical education class oriented to the participation of students in moderate to vigorous physical activity at least 50% of the class evaluated quantitatively using the system for observing fitness instruction time (SOFIT), during their university studies and when they have graduated as physical education teachers. Results: The physical activity index increased from 36.6% to 61.2%. Conclusions: The application of the program showed effectiveness with didactic strategies to involve the student in moderate to vigorous physical activity as established by the World Health Organization. Resumen.  Objetivo: Diseñar y evaluar un programa de formación educativa para aumentar el índice de actividad física moderada a vigorosa en profesores de educación física. Método: los sujetos voluntarios participaron en el programa de formación que tuvo como meta obtener competencias sobre cómo crear un clima pedagógico en la clase de educación física orientado a la participación de los estudiantes en actividad física moderada a vigorosa por lo menos el 50% de la clase evaluado de manera cuantitativa mediante el sistema para observar el tiempo de instrucción de actividad física (SOFIT), durante sus estudios universitarios y al ser egresados como profesores de educación física. Resultados: el índice de actividad física se incrementó de 36.6% a 61.2%. Conclusiones: La aplicación del programa mostro efectividad con estrategias didácticas para involucrar al alumno en actividad física moderada a vigorosa como lo establece la Organización Mundial de la Salud.

scholarly journals Differences on Habitual Physical Activity Index in Primary Schoolchildren according to Age and Gender

2021 ◽  
Vol 13 (14) ◽  
pp. 7806
Author(s):  
Rubén Navarro-Patón ◽  
Víctor Arufe-Giráldez ◽  
Alberto Sanmiguel-Rodríguez ◽  
Oliver Ramos-Álvarez
Keyword(s):  
Physical Activity ◽  
Activity Index ◽  
Vigorous Physical Activity ◽  
Habitual Physical Activity ◽  
World Health ◽  
Sports Activity ◽  
Age And Gender ◽  
Main Effect ◽  
Physical Activity Index ◽  
And Gender

The World Health Organization (WHO) has warned that a large majority of children do not reach its recommendations on physical activity for health, i.e., 60 min a day of moderate to vigorous physical activity. The objective of this study was to know the index of habitual physical activity in different contexts where the child interacts: school index (SCHOOL-I), extracurricular/sports activity index (SPORT-I), free time index (LEISURE-I) and the total habitual physical activity index (GLOBAL-I) based on age and gender. 900 Primary Education schoolchildren from Galicia (Spain) aged 10–12 years (M = 10.84; SD = 0.67) participated, of which 454 (50.40%) were boys and 446 (49.6%) girls. For data collection, the validated Inventory of Habitual Physical Activity in Schoolchildren (IAFHE) questionnaire was used. The results show a significant main effect on the age factor in SCHOOL-I (p < 0.001), and in GLOBAL-I (p = 0.034), the rates being higher in 10-year-old children compared to 11 and 12. A significant main effect has also been found in the gender factor in SCHOOL-I (p < 0.001), SPORT-I (p < 0.001) and in GLOBAL-I (p < 0.001), being greater in boys than in girls. It is concluded that, as school age increases, a lower index of physical activity is registered, this being higher in boys compared to girls. It is necessary to establish strategies to promote the practice of physical activity from different agents and in different contexts.

scholarly journals Sleep disturbance as a moderator of the association between physical activity and later pain onset among American adults aged 50 and over: evidence from the Health and Retirement Study

BMJ Open ◽  
2020 ◽  
Vol 10 (6) ◽  
pp. e036219
Author(s):  
Daniel Whibley ◽  
Heidi M Guyer ◽  
Leslie M Swanson ◽  
Tiffany J Braley ◽  
Anna L Kratz ◽  
...  
Keyword(s):  
Physical Activity ◽  
Sleep Disturbance ◽  
Activity Index ◽  
Vigorous Physical Activity ◽  
Index Score ◽  
Health And Retirement Study ◽  
Physical Activity Index ◽  
Activity Index Score ◽  
Incident Pain ◽  
Retirement Study

ObjectiveTo examine whether sleep disturbance modifies the association between physical activity and incident pain.DesignProspective population-based study.SettingHealth and Retirement Study.ParticipantsAmerican adults aged ≥50 years who reported no troublesome pain in 2014 were re-assessed for pain in 2016. Of 9828 eligible baseline respondents, 8036 (82%) had complete follow-up data for adjusted analyses (weighted analysis population N=42 407 222).ExposuresPhysical activity was assessed via interview with questions about time spent in moderate and vigorous physical activity. Sleep disturbance, assessed using a modified form of the Jenkins Sleep Scale, was examined as a potential moderator.Main outcome measureTroublesome pain.ResultsIn weighted analyses, 37.9% of the 2014 baseline pain-free sample participated in moderate or vigorous physical activity once a week or less, with an overall mean Physical Activity Index Score of 9.0 (SE=0.12). 18.6% went on to report troublesome pain in 2016. Each one-point higher on the Physical Activity Index Score was associated with a reduced odds ratio (OR) of incident pain for those who endorsed sleep disturbance never/rarely (OR=0.97, 95% CI 0.94 to 0.99), but not for those who endorsed sleep disturbance sometimes (OR=0.99, 95% CI 0.97 to 1.01) or most of the time (OR=1.01, 95% CI 0.99 to 1.03). The analysis of possible interaction demonstrated that frequency of sleep disturbance moderated the physical activity and incident pain association (Wald test: p=0.02).ConclusionsThe beneficial association of physical activity on reduced likelihood of later pain was only observed in persons who endorsed low levels of sleep disturbance.

scholarly journals Moderate-to-vigorous physical activity during recess and physical education among mexican elementary school students (Actividad física moderada a vigorosa durante el recreo y clase de educación física en niños mexicanos de escuela primaria)

Retos ◽  
2016 ◽  
pp. 137-139
Author(s):  
Javier Arturo Hall-López ◽  
Paulina Yesica Ochoa-Martínez ◽  
Rodrigo Zuñiga Burruel ◽  
Edgar Ismael Alarcón Meza ◽  
Raúl Alexis Macías Castro ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
World Health ◽  
P Value ◽  
Physical Activity Intensity ◽  
School Students ◽  
Cross Sectional ◽  
Activity Intensity ◽  
Health Organization

Objective: To compare the moderate-to-vigorous physical activity of physical education classes taught by teachers and their students during recess. Method: In order to determine the physical activity intensity the system for observing fitness instruction time (SOFIT) was used, a descriptive cross-sectional comparative methodological design was used, 63 physical education classes were evaluated selecting randomly four students from each class (2 men and 2 women), the same procedure was followed to evaluate the same 4 students during the 30 minutes of recess. Results: The equality of variance was calculated using the Student t test for independent samples resulting a P-value=.001 α≤ less than 0.05, with a percentage time of moderate-to-vigorous physical activity in physical education classes taught by teachers of 41%±17.7 and performed by students during recess of 50%±10.3, the percentage of difference (Δ%) was of 18% between the variables. Conclusion: The intensity of physical activity during recess was higher without teacher instruction in relation to physical education classes evaluated, due is important a feedback for the teachers in strategies for involving the students in moderate to vigorous physical activity as established by the World Health Organization. Resumen. Objetivo: Comparar la actividad física moderada a vigorosa de clases de educación física impartidas por profesores y la intensidad de la actividad física de sus estudiantes durante el recreo. Método: Se utilizó como instrumento de evaluación el sistema para observar el tiempo de instrucción de actividad física (SOFIT), el diseño metodológico fue transversal descriptivo comparativo, evaluando 63 clases de educación física seleccionado al azar cuatro estudiantes de cada clase (2 hombres y 2 mujeres), el mismo procedimiento se siguió, evaluando a los mismos 4 estudiantes durante los 30 minutos del recreo. Resultados: La igualdad de la varianza se calculó mediante la prueba t Student para muestras independientes resultando una P-Valor=.001 menor a α≤ 0.05, el porcentaje de tiempo de actividad física moderada a vigorosa en las clases de educación física impartidas por profesores fue de 41%±17.7 y la realizada por los estudiantes durante el recreo resulto en 50%±10.3 y un porcentaje de diferencia (Δ%) de 18%. Conclusión: La intensidad de actividad física durante el recreo fue mayor sin instrucción docente en relación a las clases de educación física evaluadas, por lo anterior es importante retroalimentar de manera constructiva la manera de impartir la clase de los profesores mediante capacitación con estrategias didácticas para involucrar al alumno en actividad física moderada a vigorosa como lo establece la Organización Mundial de la Salud.

scholarly journals PERCEIVED EXERTION AND MODERATE TO VIGOROUS PHYSICAL ACTIVITY IN MIDDLE SCHOOL STUDENTS ACCORDING TO THE PHYSICAL EDUCATION TEACHERS’ EXPERIENCE

2020 ◽  
pp. 179
Author(s):  
Paulina Yesica Ochoa-Martínez ◽  
Javier Arturo Hall-López ◽  
Cristhian Emmanuel López Campos ◽  
Edgar Ismael Alarcón Meza
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Perceived Exertion ◽  
Vigorous Physical Activity ◽  
World Health ◽  
P Value ◽  
Years Of Experience ◽  
School Students

The aim of the current study is to compare the perceived exertion and moderate to vigorous physical activity (PA) among first grade middle school students in physical education (PE) classes given by PE teachers with higher or lower experience than 16 years. Eighty-seven PE lessons conducted by PE teachers with ≥ 16 years of experience (n=35) and teachers with ˂ 16 years of experience (n=52) were evaluated by 348 middle school students (Mean age=12.2±0.5 years). To determine the perceived exertion, the pictorial children's effort rating table (PCERT) was completed, after PE. Children chose an option on an illustrated scale 1–10 perceived exertion. The moderate to vigorous physical activity (MVPA) was evaluated using the System for Observing Fitness and Instruction Time (SOFIT) assessing the intensity as the proportion of time that students spent engaged in walking and very active PA during PE. A cross-sectional design was used, the equality of variance was calculated using the Student t-test for independent samples resulting in MVPA (P-value=.659) and perceived exertion (P-value=.205) α≤ than 0.05. In both groups, the average value of perceived exertion was less than 5 points on the scale, which is insufficient to enhance physical fitness. The MVPA did not achieve international guidelines of engaging students in at least 50% of the lessons time in walking and very active PA. It is recommended for PE teachers to develop pedagogical strategies contributing from the school environment to guide students in educational contents for health through PA, as established by UNESCO and recommended by the World Health Organization.

scholarly journals Influence of the Perception of Barriers in Practice of PA in Adolescents: Explanatory Model

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 380
Author(s):  
Iago Portela-Pino ◽  
Myriam Alvariñas-Villaverde ◽  
Javier Martínez-Torres ◽  
Margarita Pino-Juste
Keyword(s):  
Physical Activity ◽  
Body Image ◽  
Risk Factor ◽  
Social Anxiety ◽  
Activity Index ◽  
School Year ◽  
Factorial Model ◽  
High Fatigue ◽  
Physical Activity Index ◽  
And Gender

Background: Sedentarism is an important risk factor for non-communicable diseases. To avoid it, it is necessary to establish the barriers which influence a low level of practice of Physical Activity. Methods: This study, conducted with 833 students, aims to describe a model to explain the barriers determining the level of practice of Physical Activity in adolescents according to age, school year, BMI and gender. The inclusion of the analyzed barriers followed the tetra-factorial model: Body image/physical and social anxiety; Tiredness/laziness; Responsibilities/lack of time and Environment/facilities. Results: The barriers to Physical Activity in adolescents are fatigue and sloth, and temporary obligations. The barrier that least influences the practice of Physical Activity is the environment and body image. It is determined that the subjects with the lowest Physical Activity index were those with a high fatigue and laziness score and higher age. The level of physical activity of this population is medium (95% CI, 2.8274–2.9418). Conclusions: It is necessary to overcome tiredness or apathy towards the practice of Physical Activity, especially in those under 16 years of age.

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.

Physical activity levels during adventure-physical education lessons

2012 ◽  
Vol 18 (2) ◽  
pp. 245-257 ◽  
Author(s):  
Jeffrey Gehris ◽  
Elizabeth Myers ◽  
Robert Whitaker
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Physical Development ◽  
Activity Levels ◽  
Instruction Time ◽  
Physical Activity Levels ◽  
The Mean

Adventure-physical education has been proposed to promote adolescents’ physical development, but little is known about physical activity levels during such lessons. Using the System for Observing Fitness Instruction Time, we observed students’ (ages 11–14 years) physical activity levels in co-educational classes during 43 adventure-physical education lessons at seven public schools. The mean percentage (±SD) of time spent in moderate-to-vigorous physical activity (MVPA) was 28.3% (±16.3%). The greatest percentage of lesson time was spent in two activities—high elements (24.1% ± 36.5%) and initiatives (22.3% ± 32.4%). When data were aggregated across all lessons, 40.0% of the time in high elements and 13.7% of the time in initiatives was spent in MVPA. Of all MVPA time, 31.5% occurred in high elements and another 12.6% in initiatives. Compared with traditional physical education lessons, less time is spent in MVPA during adventure lessons. Efforts to increase MVPA should target high elements and initiative activities.

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.

Creation, implementation, and evaluation of a values-based training program for sport coaches and physical education teachers in Singapore

2017 ◽  
Vol 12 (6) ◽  
pp. 795-806 ◽  
Author(s):  
Koon Teck Koh ◽  
Martin Camiré ◽  
Gordon A Bloom ◽  
CKJ Wang
Keyword(s):  
Physical Education ◽  
Training Program ◽  
Thematic Analysis ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Individual Interview ◽  
Years Of Teaching Experience ◽  
Teaching Values ◽  
Sport Coaches

The purpose of the study was to create, implement, and evaluate a values-based training program for sport coaches and physical education teachers in Singapore. Four sport coaches with two to eight years of coaching experience ( M = 5.0, SD = 1.4) and four physical education teachers with two to nine years of teaching experience ( M = 5.25, SD = 3.3) took part in three 2-h training workshops focusing on the teaching of values to athletes and students. Following the workshops, the participants took part in an individual interview to document their perspectives of the values-based training program. Results of the thematic analysis revealed many benefits of the values-based training program, including an increased awareness of the importance of systematically teaching values through physical education and sport. Further, the participants felt better equipped to work with parents and other teachers in helping athletes and students transfer values.

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