Physical Activity in Physical Education: A Case Study Investigation

Abstract

A commitment to regular participation in Physical activity by young people has recently been emphasised by the physical education (PE) profession and other health promoting organisations as both critical to, and beneficial for, young peoples’ health. However, the contribution that PE generally, specific types of PE lessons and particular aspects of lessons, make to young peoples’ current and future health has yet to be adequately investigated. This paper reports a study that explored the physical activity levels of six year 7 girls throughout a unit of netball lessons. Recorded heart rate responses and systematic observation techniques were used to explore the amount of lesson time experienced within four different heart rate reserve (HRR) zones; light (<50%HRR), moderate (50‐60%HRR), moderate to vigorous (60‐75%HRR) and vigorous (>75%HRR). Results are presented for two phases of data analysis: (i) all six lessons in the netball unit, (ii) a comparative analysis of two identified types of lesson; ‘game, playing dominated’ and ‘skill practise dominated’. It is noted that on average the netball lessons contributed 60% or approximately 30 minutes of activity time towards recommended daily activity goals for young people, and that the girls in this study were physically active for a greater amount of time during ‘game playing dominated’ lessons as compared to ‘skill practice dominated’ lessons. In addition, the girls experienced a notable amount of time at a ‘light’ activity level, and participated in a particularly vigorous warm‐up activity. Results are discussed in relation to issues of curriculum design, lesson structure, teaching methods and the overlying aims of PE and the National Curriculum Physical Education (NCPE) in England specifically.