scholarly journals Student Reflections on Urban Physical Education and Involvement in College Physical Activity

2019 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Jeremy Lackman ◽  
Jepkorir "Rose" Chepyator-Thomson
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Qualitative Interviews ◽  
School Setting ◽  
High School Physical Education ◽  
Positive Experiences ◽  
Student Reflections ◽  
Constant Comparative Analysis ◽  
Collection Methods

The purpose of this study was to understand freshman college students’ reflections on urban high school physical education (PE) programs and to discern the extent to which their experiences influenced college physical activity. Sixteen university freshman students enrolled in a college PE class who had taken at least one high school PE class in an urban school setting were interviewed. Data collection methods included open-ended semi-structured qualitative interviews. Using constant comparative analysis, the reflective findings of the study revealed that students who had positive experiences had increased college physical activity involvement.

Can Conceptual Physical Education Promote Physically Active Lifestyles?

1998 ◽  
Vol 10 (2) ◽  
pp. 97-109 ◽  
Author(s):  
Darren Dale ◽  
Charles B. Corbin ◽  
Thomas F. Cuddihy
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Education Program ◽  
First Year ◽  
Sedentary Behaviors ◽  
Physically Active ◽  
9Th Grade ◽  
High School Physical Education ◽  
Active Lifestyles

This study examined the physical activity participation of students in a large southwestern high school 1–3 years after they had been exposed to a 9th-grade conceptual physical education program. Comparisons were made to students exposed to traditional physical education. Students were assessed using physical activity questions from the 1995 Youth Risk Behavior Survey. Students from the conceptual program met adolescent guidelines for physical activity, especially those who participated in the program in its first year of operation. Females were significantly less likely to report sedentary behaviors if they had been exposed to the conceptual, rather than traditional, high school physical education program.

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.

Physical Activity in High School Physical Education: Impact of Lesson Context and Class Gender Composition

2014 ◽  
Vol 11 (1) ◽  
pp. 127-135 ◽  
Author(s):  
Nicole J. Smith ◽  
Monica A.F. Lounsbery ◽  
Thomas L. McKenzie
Keyword(s):  
Physical Activity ◽  
Professional Development ◽  
High School ◽  
Physical Education ◽  
Teacher Professional Development ◽  
Gender Composition ◽  
Instruction Time ◽  
High School Physical Education ◽  
Teacher Professional ◽  
Lesson Context

Background:Physical education (PE) is recommended as a source for physical activity (PA) and learning generalizable PA skills. Few studies have objectively examined high school PE, specifically its delivery, including PA, lesson contexts, and class gender composition.Methods:We used the System for Observing Fitness Instruction Time (SOFIT) to assess PA during 6 lesson contexts in 47 boys-only, 54 girls-only, and 63 coed lessons from 7 high schools. MANOVA assessed differences based on class gender composition.Results:Actual lesson length was 27.7 min, only 65% of the scheduled length of class periods. Students engaged in moderate-vigorous PA (MVPA) 54% of the time, with boys being more active than girls. Game play was the most dominant context (47%), and little time was allocated to knowledge and skill development. Class size, lesson length, PA, and lesson contexts all differed by class gender composition (P < .001).Conclusions:Many differences in the conduct of high school PE are related to class gender composition. Boys accumulated more MVPA than girls. When held, PE lessons contributed about 25% of recommended daily PA minutes; improvements could be made by increasing allocations to fitness and skill practice and reducing transition and management time. Teacher professional development is warranted.

Modifying Student Knowledge about Moderate to Vigorous Physical Activity (MVPA) in High School Physical Education

2008 ◽  
Vol 40 (Supplement) ◽  
pp. S410-S411
Author(s):  
Tinker D. Murray ◽  
Kampol Suprapiboonchai ◽  
Josh Wilson ◽  
Roger Rodriguez ◽  
James Eldridge
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Student Knowledge ◽  
High School Physical Education
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