6th Grade Boys Research Articles

Obese-friends club: a gamified virtual quasi-experiment for obesity control in adolescents during the COVID-19 pandemic.

The COVID-19 pandemic has sparked concerns about weight management because of the changes in population lifestyle. As previous studies suggest, these changes can affect adolescents to a greater degree, especially as schools shut down. Designing a method for weight management that accounts for the specific conditions of the pandemic can help students attend to their physical conditions during the pandemic. An online gamified peer pressure group on WhatsApp was employed to help 10th-grade boys in a high school in Tehran, Iran. The available sample consisted of 15 main group students and 13 control students. A paired t-test examined the difference between each group's initial and final state as well as the group's final state. Additionally, an ANCOVA test was done to ensure that the observed effect was because of the intervention. The initial BMI for the intervention group (µ = 30.68, δ = 3.23) and the control group (µ = 29.73, δ = 3.23) were the same (p = 0.468). Two dropouts in the intervention group were found after forty days. A significant difference between the intervention group's steady and final states (p = 0.027) was detected; however, this difference was not significant in the control group (p = 0.634). Online gamified social groups can play a key role in adolescents' weight management during the COVID-19 pandemic. The online version contains supplementary material available at 10.1007/s40200-023-01340-z.

Does applying the principles of constructivism learning add to the popularity of serious games? A systematic mixed studies review

This study aimed to identify factors for evaluating the quality of serious games (SG) based on constructivist learning principles. Adopting the Systematic Mixed Studies Review, four factors of problem- centeredness, interaction, activity-centeredness and discovery were identified along with 29 items. Then, in order to check the validity of this indices, six of the best- selling games in Iranian context among 7–12 year old children were evaluated by 35 6th grade boys through content analysis which revealed that 84.10% of the content of this games was designed and developed according to constructivist learning principles. Hence, SG designer and developer should provide users with opportunities for discovery, problem solving, interaction, giving feedback and creating knowledge through real- world problems.

The Theological Sources of the Torah and Labor (Torah U’melakha) Yeshivas

In this article, I seek to reveal the theological sources of the Israeli high school yeshivas designated “Torah U’melakha” (Torah and labor). High school yeshivas are schools for 9th–12th grade boys that offer religious studies in the first half of the day and secular studies, i.e., science and languages, in the second half. These schools serve mainly religious Zionist and modern orthodox society. Torah U’melakha yeshivas are high school yeshivas that are unique for combining vocational studies in the curriculum, such that graduates acquire a trade and can serve in the army and join the labor force in their field of expertise. Over the years, some of the Torah U’melakha yeshivas were subsequently closed and others changed their nature from vocational to technological. However, the educational trend toward “Torah and labor” has not disappeared. Vocational education, which became technological as well, has been assimilated in nearly all high school yeshivas, which, to a great degree, made the Torah U’melakha yeshivas redundant. The ideological and theological value of engaging in “Torah and work” became embedded in the pedagogic consciousness of religious Zionism and is continuing to infuse the many high school yeshivas in Israel and elsewhere.

Validation of a Useful Tool for Screening for Overweight and Obesity in Pre-Adolescents

The purpose of this observational study with a convenience sample is to validate a simple measurement of the mid-upper arm circumference to establish the screening points using the mid-upper arm circumference tape (MUAC) for childhood overweight and obesity between 9 and 12 years of age, or from 4th grade to 6th grade. Prior to the screening study, a pilot validation study of the MUAC tape measure versus anthropometric standard tape was carried out. The total sample for the screening cut-offs was 360 school students. The results obtained had a predictive value according to the evaluation of the area under the curve of 0.96 and overweight detection cut-off points were established at 23.3 and 22.4 cm for 4th grade, 23.6 and 22.7 cm for 5th grade and 24.6 and 23.8 cm for 6th grade for boys and girls, respectively. The cut-off points for the detection of obesity were established at 25.2 and 23.9 cm for 4th grade, 26.4 and 25.1 cm for 5th grade, and 27.7 and 26.4 cm for 6th grade boys and girls, respectively. The cut-off values of the MUAC are different not only between the sexes, but also increase as age or the specific course increases.

Tobacco and Alcohol Use by Muslim Indonesian Adolescents: Longitudinal Associations With Religiosity and Problem Behavior.

This three-wave (10th to 12th grade) longitudinal study explored the interrelations of religiosity, tobacco and alcohol use, and problem behavior in Indonesian Muslim adolescents. The sample included 721 Muslim Indonesian adolescents (48% girls) who participated in at least one assessment when they were in 10th, 11th, or 12th grade. Of these, 499 were recruited in 10th grade, with others added at 11th and 12th grades. Prior month use for 10th-grade boys and girls, respectively, was 49.2% and 5.2% for tobacco and 19.0% and 3.6% for alcohol. Tobacco use and alcohol use were negatively associated with religiosity for boys, but these associations were more inconsistent for girls. Consistent with U.S. findings, there was a bidirectional longitudinal association between tobacco and alcohol use. The longitudinal models and associations with problem behavior were similar for both sexes. These results provide evidence of negative longitudinal associations between religiosity and tobacco use. The more frequent use of tobacco than alcohol may be attributable to religion, cost differentials, and social norms. Despite large gender differences in the frequencies of use, the similar predictors of tobacco and alcohol use for boys and girls suggest that models accounting for substance use are comparable for both sexes. These results have implications for the design of prevention programs in Indonesia and other culturally and religiously similar countries.

Фізичний розвиток та фізична підготовленість учнів середнього шкільного віку загальноосвітніх шкіл м. Львова

The purpose of the study was to determine the features of physical development and level of development of physical qualities of secondary school pupils. Materials and methods. The study involved pupils of Lviv secondary schools. 254 students of 5-8 grades were involved. Theoretical analysis and generalization of data from scientific and methodological literature and Internet resources was conducted in order to study the problematic issues in physical education of secondary school pupils. Pedagogical testing and anthropometric measurements were used in the study. Tests of physical fitness were conducted, namely to assess the level of speed development the test in running 60 m was used, to assess endurance we used running 1500 m and speed and strength indicators were assessed by standing long jump. Assessment of physical fitness was performed according to T. Yu. Krutsevych methods (index method). The speed index was calculated as the ratio of the schoolchildren height to the result in the 60 m run, the speed-strength index was the ratio of body length to the result in the long jump, the endurance index was the ratio of body length and 1500 m to body weight. Results and conclusion. It was found that most of the anthropometric indicators of students in grades 5-8 meet the standards of physical development of middle school children. It was found that in girls and boys of 5-6 grades significant gender differences in the indicator of physical development were not recorded. The growth rates of boys in grades 7-8 significantly outweighed those of girls. The 8th grade girls had slightly higher weights. For pupils of 5-6 grades, the speed is characterized by an average level of development (3.47-3.56 units in girls and 3.68-3.70 units in boys). Speed and power indicators correspond to the average level of development in boys and girls of the 5th grade (1.08 units, 0.94 units, respectively). The average level of speed and strength indicators (1.13 units) was found in the 6th grade boys, and higher than the average level (1.08 units) in girls. The average level of development of speed, endurance and speed-power indicators was recorded in the 7th grade pupils, except for the boys in the speed-power index, where the results correspond to a lower than average level (1.05 units). The 8th grade girls had an average level of speed development (3.40 units), speed and strength indicators (0.99 units) and a low level of endurance (0.8 units). The 8th grade boys showed an average level of development of speed and power indicators (1.15 units), the level of speed corresponds to the level above average of development (3.90 units), and endurance – below the average level (1.09 units)

“Whatever You Become, Just Be Proud of It.” Uncovering the Ways Families Influence Black and Latino Adolescent Boys’ Postsecondary Future Selves

As researchers and school stakeholders determine ways to best support Black and Latino adolescent boys from low-income communities in actualizing their postsecondary future ambitions, more attention is needed on the types of futures these boys imagine and how family members influence this process. Guided by future orientations and possible selves frameworks, this school-based ethnographic study investigated the ways families influenced what the author calls the “postsecondary future selves” of Black and Latino (i.e., U.S.-born Salvadoran) 11th-grade boys ( N = 5). Described as what youth conceptualize as possible, likely, and expected for their lives after high school, postsecondary future selves considers three future domains: “college” (postsecondary education), “career” (postcollege employment trajectory), and “condition” (expected financial stability, relational and familial prospects, future living arrangements, happiness, and joy). Findings indicate that families built their boys’ capacities for envisioning and making strides toward ideal futures. Finding “success,” “being somebody,” and “having a future” underscored familial messages that emphasized the salience of college going in obtaining a career and life condition that would lead their boys to finding pride and fulfillment. Implications support stakeholders in building adolescents’ efficacy for threading linkages between college going and college majors, career trajectories, and expected life conditions, thus complementing familial-based supports.

Trends in Tobacco Use Among Adolescents by Grade, Sex, and Race, 1991-2019

Use of e-cigarettes increased among adolescents between 2011 and 2019. However, whether these changes are affecting patterns of use of other tobacco products, especially cigarettes, remains unclear. To examine the long-term and recent trends in cigarette smoking and smokeless tobacco product use among US adolescents by grade (8th, 10th, and 12th), sex (male and female), and race (White and Black). In this cross-sectional study, joinpoint regression analyses were performed to characterize trends in tobacco product use for key sociodemographic groups, identifying change of trend years (joinpoints). Students in the 8th, 10th, and 12th grades at US secondary schools and high schools who participated in the nationally representative Monitoring the Future survey from January 7, 1991, to June 3, 2019, were evaluated. Cigarette smoking and smokeless tobacco product use during the past 30 days. Past 30-day and daily prevalence of cigarette smoking and smokeless tobacco product use by year, grade, sex, and race. The prevalence trend segments, change of trend years (joinpoints), and annual percentage change (APC) in prevalence within each trend segment were estimated using joinpoint regression. Since 1991, 487 335 8th-grade, 447 310 10th-grade, and 424 236 12th-grade students have completed the Monitoring the Future survey (including 663 663 girls and 632 698 boys [those who did not respond to the sex question in the survey were excluded from the sex analyses]). Past 30-day and daily smoking prevalence increased in all groups analyzed from 1991 until 1996 and 1997 and has been decreasing ever since, with more rapid reductions in recent years. For example, daily smoking among 12th-grade boys increased at an APC of 4.9% (95% CI, 3.5%-6.3%) from 1991 to 1998, decreased at an APC of -8.0% (95% CI, -9.3% to -6.7%) from 1998 to 2006, decreased at an APC of -1.6% (95% CI, -4.6% to 1.5%) from 2006 to 2012, and decreased at an APC of -17.4% (95% CI, -19.4% to -15.4%) from 2012 to 2019. Similar results were observed for boys in the 8th grade (5.0% [95% CI, 0.1%-10.2%] for 1991-1996, -8.8% [95% CI, -10.0% to -7.6%] for 1996-2011, and -17.3% [95% CI, -22.2% to -12.0%] for 2011-2019) and 10th grade (7.1% [95% CI, 3.7%-10.7%] for 1991-1997, -11.1% [95% CI, -13.9% to -8.2%] for 1997-2005,-0.7% [95% CI, -5.9% to 4.9%] for 2005-2011, and -17.9 [95%, -21.7% to -13.9%] for 2011-2019), for girls in 8th grade (10.9% [95% CI, 5.0%-17.2%] for 1991-1996 and -10.8% [95% CI, -11.7% to -10.0% for 1996-2019), 10th grade (7.2% [95% CI, 3.9%-10.7%] for 1991-1997, -9.5% [95% CI, -10.5% to -8.6%] for 1997-2012, and -16.3% [95% CI, -21.8% to -10.4%] for 2012-2019), and 12th grade (6.5% [95% CI, 3.6%-9.5%] for 1991-1997, -7.2% [95% CI, -8.1% to -6.3%] for 1997-2012, and -17.5% [95% CI, -21.2% to -13.6%] for 2012-2019). Results were similar, too, for Black adolescents (2015-2019 average annual percentage change: -8.6% [95% CI, -10.3% to -6.8%] for 8th graders; -17.7% [95% CI, -26.3% to -8.2%] for 10th graders; and -18.3% [95% CI, -23.9% to -12.2%] for 12th graders) and White adolescents (2015-2019 average annual percentage change: -17.3% [95% CI, -20.6% to -13.7%] for 8th graders; -16.9% [95% CI, -20.5% to -13.2%] for 10th graders; and -17.0% [95% CI, -20.5% to -13.2%] for 12th graders). Smokeless tobacco was used more variably through 2012, followed by consistent decreases in the past 5 years. For instance, smokeless tobacco use in the past 30 days in 10th-grade boys decreased at an APC of -6.5% (95% CI, -7.5% to -5.4%) from 1991 to 2004, increased at an APC of 3.1% (95% CI, -0.8% to 7.1%) from 2004 to 2012, and decreased at an APC of -11.6% (95% CI, -15.7% to -7.4%) from 2012 to 2019. Similarly, daily smokeless tobacco use in 12th-grade boys decreased at an APC of -3.8% (95% CI, -5.4% to -2.1%) from 1992 to 2005, increased at an APC of 3.1% (95% CI, -0.2% to 6.5%) from 2005 to 2015, and decreased at an APC of -23.0% (95% CI, -33.3% to -11.0%) from 2015 to 2019. This cross-sectional study suggests that, despite the increase in the prevalence of e-cigarette use among adolescents between 2011 and 2019, the prevalence of cigarette and smokeless tobacco use has decreased more rapidly during the same period compared with earlier years.

Organization of 6th-Grade Schoolchildren’s Physical Training Under Quarantine Conditions

Study purpose. To determine the dynamics of 6th-grade schoolchildren’s motor fitness under quarantine conditions. Materials and methods. The study participants were 6th graders of the Pisochyn Lyceum, Pisochyn village, of a specialized class with in-depth study of mathematics, boys aged 11–12 (n = 13). The children and their parents were informed about all the features of the study and gave their consent to participate in the experiment. To analyse the schoolchildren’s physical fitness under quarantine conditions, the study used methods of theoretical analysis, systematization, comparison, pedagogical observations, and generalization of data of scientific and methodological literature. To organize the process of physical training of 6th-grade schoolchildren under quarantine conditions, the study used the Google Classroom educational platform with a notebook of physical self-education, posting of theoretical program material and monitoring of the pupils’ learning achievements through ZOOM conferences and test tasks. Results. According to a set of tests, there are statistically significant changes in testing results of the 6th-grade boys. Thus, in test No. 1 “Pull-ups”, the results deteriorated by 11.7% (p = 0.027), in test No. 3 “Sit-ups in 1 min” – by 3.7% (p = 0.046), in test No. 4 “Standing long jump” – by 1.5% (p = 0.001), in test No. 5 “30 m running” – by 5.5% (p = 0.001), in test No. 6 “1,000 m running” – by 7.6% (p = 0.001), in test No. 7 “Seated forward bend” – by 13.8% (p = 0.02). In test No. 2 “Push-ups”, the results deteriorated by 7.1%, the differences between mean values are statistically insignificant (p > 0.05). Conclusions. The analysis of testing results revealed a negative influence of self-isolation on the dynamics of motor fitness of the 6th-grade boys. Distance physical education is not effective, it can only be used as one of the methods of the educational process.

The Norwegian healthy body image intervention promotes positive embodiment through improved self-esteem

We examined both direct and indirect effects of the Healthy Body Image (HBI) intervention on positive embodiment among Norwegian high school students. In total, 2446 12th grade boys (43 %) and girls (mean age 16.8 years) from 30 schools participated in a cluster-randomized controlled study with the HBI intervention and a control condition as the study arms. We tested mediation models using path analysis and found that among several hypothesized mediators, only self-esteem mediated a positive intervention effect on positive embodiment for both boys and girls. A direct effect of the intervention on positive embodiment was only found in girls. The study provides novel findings indicating that health promotion interventions to address a positive embodiment should focus on enhancing adolescent’s self-esteem. Serial mediation modeling might reveal more complex explanations of change mechanisms and could further evolve current knowledge.

Comparative Analysis of Motor and Functional Fitness of 6th Grade Boys of an Underfilled School Under Quarantine Conditions

The purpose of the study was to determine the dynamics of motor and functional fitness of 6th grade boys of an underfilled school during the school year under quarantine conditions. Materials and methods. The study involved 6th grade boys (n = 6), who were 11 years old at the beginning of the experiment. The study used methods of mathematical statistics for processing research results, analysis of scientific and methodological literature, testing to assess schoolchildren’s motor and functional fitness. Study results. The indices of the 6th grade students’ motor fitness deteriorated significantly after quarantine. A comparative analysis of the arithmetic mean of the indices showed that in shuttle run 4x9 m (agility) the results deteriorated by 3%, push-ups (strength) by 24.1%, pull-ups (strength) by 41.6%, bent arm hang (strength) by 18.8%, standing long jump (speed and strength qualities) by 1.29%, trunk bend in lying support (flexibility) by 41.5%. As of September 2020, the indices of functional fitness of the 6th grade students also decreased. A comparative analysis of the arithmetic mean of the indices showed that in Shtange test the results deteriorated by 12.6%, and in Genchi test by 14.3%. The introduced quarantine measures and distance learning have negatively affected the schoolchildren’s motor and functional fitness. Conclusions. During the school year, the boys show a positive dynamics of results, and after quarantine measures there is negative dynamics, due to the lack of physical education classes. The testing results indicate the possibility of improving physical education classes, increasing motor activity, enhancing the level of motor fitness, based on the sensitive period of children’s development and individual approach to each school student.

Peculiarities of Motor Fitness Dynamics of 5th-6th Grade Students During a School Year

The study purpose was to determine the impact of physical education classes on the dynamics of motor fitness of 5th-6th grade students.
 Materials and methods. The study participants were 17 5th grade boys and 17 6th grade boys. The study used the following methods: analysis of scientific and methodological literature, pedagogical testing and methods of mathematical statistics for processing the study results. Thematic planning of educational work was carried out based on the updated physical education curriculum for 5th-9th grades of general educational institutions.
 Results. There are statistically significant changes in the 5th grade boys’ results of educational standards: Test 2 “Shuttle run 4×9 m (sec)” and Test 4 “Standing long jump (cm)” (p < 0.05). The results in Test 2 improve by 6.2 %, in Test 4 by 7.1 %. There are statistically significant changes in the 6th grade boys’ results of educational standards: Test 2 “Shuttle run 4×9 m (sec)” (p < 0.1) and Test 4 “Standing long jump (cm)” (p < 0.05). The results in Test 2 improve by 4.4 %, in Test 4 by 12.9 %.
 Conclusions. Discriminant analysis revealed that by the multivariate mean the boys’ motor fitness at the beginning and end of the school year is classified as two different states. This indicates a positive impact of physical education classes on the dynamics of motor fitness of 5th and 6th grade boys.The level of schoolchildren’s motor fitness depends on coordination and speed-strength training carried out during physical education classes.

"Playing with Little Behaviors"; Physical Activity Promotion by Gamified Education in Young Boys.

Background:Physical activity is affecting every aspect of our life. A sedentary lifestyle can be the risk factor for noncommunicable diseases (NCD) or premature death all over the world. Several studies demonstrate that school-based physical activity promotion is an important solution to make healthy behaviors, especially in children and adolescents. In this vein, the current research evaluates a model for physical activity, which is promoted through a game among high school students.Methods:In this study, 47 high school's 10th-grade boys from Tehran were requited. The game scenario included the suggestion of some behaviors which can increase daily physical activity by each student, like or dislike each behavior by other students, counting likes, selecting the most-liked behaviors, and rewarding their proposers. After a week, the behavioral recall was assessed and compared with a control group who had been heard these behaviors in the class without gamification.Results:The participants in the game could recall physical activity behaviors significantly more than peers in the control group.Conclusions:The findings show gamification could significantly improve the effectiveness of education for normal behaviors in physical activity.

CHANGES OF TECHNICAL PREPAREDNESS INDICATORS HIGH SCHOOL STUDENTS ACCORDING TO THE RESULTS OF THE IMPLEMENTATION THE VARIABLE MODULE "WRESTLING" ANNOTATION

Introduction. Modern curriculum («Physical culture 10-11 classes») for the last decades is developed according to requirements of operating standards of basic and full general secondary education. In particular on a modular system Aim is to find out the changes of technical preparedness of high school students according to the results of implementation the variable module "Wrestling". Material and methods. There were used theoretical analysis and generalization of scientific and methodical data and sources of the Internet, analysis of documentary materials, pedagogical testing, pedagogical experiment (there was tested the effectiveness of the developed variable module "Wrestling" in the physical education of high school students in secondary schools), methods of mathematical statistics. During the 2017-2019, school years were involved 53 students of 10 classes (31 boys and 22 girls) and 74 students of 11 classes (41 boys and 33 girls). Results. Analysis of the 10th grade boys’ results indicated the presence of significant changes a high level (p≤0.01). In all cases, the average scores improved by 0.54-0.71 points (from 16.79% to 22.66% of initial level). The girls of the 10th grade best realized the technical and tactical elements standing - dumping, beating (24.76% improvement from the initial level) and on the ground - twists and somersault (24.51%, respectively). For 11th grade boys technical and tactical improvement there was on the level of p≤0.05(9.35–18.45% of the initial level). According to the percentage values for 11th grade girls, in general, there were changes in grades by 10.67–21.13% from the initial level. Conclusions. It was found that in most technical and tactical elements, girls show higher relative rates of improvement. The only exception is in somersault with running, where the boys had the best changes. The factors of this are the better functional start an organism of young people at the beginning of the pedagogical experiment and higher indicators of fitness, which all owed to better master the technique of the wrestling elements at the beginning of the variable module. The girls gradually increased both fitness and technique of performing theses pacificelements of wrestling.

Description of Motor and Functional Fitness of 4th-5th Grade Boys of a Rural Underfilled School

The study purpose was to determine the dynamics of motor and functional fitness of 4th-5th grade boys of a rural underfilled school during the school year.
 Materials and methods. The study participants were boys of 4th grade (n = 9) and 5th grade (n = 5). During parent-teacher meetings, the children and their parents were informed about all the features of the study and gave their consent to participate in the experiment. The study used the following research methods: analysis of scientific and methodological literature, pedagogical testing, and methods of mathematical statistics for processing research results.
 Results. On average, the 4th grade boys’ results are 10.8 times better in push-ups (p < 0.05); 5.3 times better in pull-ups (p < 0.05); 15.3 s better in bent-arm hang (p < 0.05). By the results of other motor tests, the differences between average values are statistically non-significant (p > 0.05).
 Conclusions. The general level of the pupils’ functional and motor fitness is sufficient. There are statistically significant differences between the 4th and 5th grade boys in push-ups, pull-ups, bent-arm hang, Stange test, Serkin test (p < 0.05). By the results of other tests, the differences between average values are statistically non-significant (p > 0.05).

Body Mass Index and Physical Fitness Measures of 6th,7th, and 8th Grade Boys and Girls

PURPOSE: To describe the anthropometric and fitness profiles of 6-8 grade students who participated in 2-3 days/week of PE classes during the academic year. METHODS: Data was collected on all willing 6-8 graders from the years 1992 to 2002, for a total of 10 years. Subjects included 1374 6th graders (height 59.33 ± 3.3 in, weight 102.6 ± 28.2 lbs), 1267 7th graders (height 62.4 ± 3.0 in, weight 117.7 ± 31.4 lbs), and 634 8th graders (height 63.1 ± 3.2 in, weight 125.7 ± 29.7 lbs) at a Chambersburg, PA junior high school. Participants completed fitness markers (height, weight, one-mile run, and curl ups) once in a year. Descriptive/frequency statistics were used to examine dependent variables for each participant, analyzing by grade and gender. Values were compared to the normative healthy fitness zones (HFZ) by FITNESSGRAM. RESULTS: 6th grade boys had a mean body mass index (BMI) of 19.7 ± 3.7 kg/m2, one-mile run of 9.4 ± 2.3 minutes, and curl ups of 45.8 ± 10.1; 63.9% met the HFZ for BMI, 77.5% met the HFZ for one-mile run, and 96.5% met the HFZ for curl ups. 6th grade girls had a mean BMI of 20.6 ± 4.8 kg/m2, one-mile run of 10.7 ± 2.3 minutes, and curl ups of 39.9 ± 10.7; 57.5% met the HFZ for BMI, 70.0% met the HFZ for one-mile run, and 94.7% met the HFZ for curl ups. 7th grade boys had a mean BMI of 20.2 ± 3.8 kg/m2, one-mile run of 9.0 ± 2.6 minutes, and curl ups of 49.7 ± 11.6; 71.9% met the HFZ for BMI, 72.2% met the HFZ for one-mile run, and 97.1% met the HFZ for curl ups. 7th grade girls had a mean BMI of 21.5 ± 5.0 kg/m2, one-mile run of 10.7 ± 2.6 minutes, and curl ups of 41.3 ± 10.7; 63.8% met the HFZ for BMI, 69.2% met the HFZ for one-mile run, and 98% met the HFZ for curl ups. 8th grade boys had a mean BMI of 21.1 ± 3.7 kg/m2, one-mile run of 9.2 ± 3.3 minutes, and curl ups of 50.9 ± 11.6; 67.2% met the HFZ for BMI, 53.1% met the HFZ for one-mile run, and 85.3% met the HFZ for curl ups. 8th grade girls had a mean BMI of 22.6 ± 4.9 kg/m2, one-mile run of 10.5 ± 1.8 minutes, and curl ups of 38.0 ± 9.6; 54.0% met the HFZ for BMI, 59.7% met the HFZ for one-mile run, and 80.1% met the HFZ for curl ups. CONCLUSIONS: Many junior high aged children are not meeting standards that are accepted regarding BMI, one-mile run, and curl ups. More work is needed to decrease BMI and obesity in children. More physical activity/sports involvement outside of PE programs may be needed for children not meeting these HFZ standards.

Brilliant or Bad: The Gendered Social Construction of Exceptionalism in Early Adolescence

From kindergarten through college, students perceive boys as more intelligent than girls, yet few sociological studies have identified how school processes shape students’ gender status beliefs. Drawing on 2.5 years of longitudinal ethnography and 196 interviews conducted at a racially diverse, public middle school in Los Angeles, this article demonstrates how educators’ differential regulation of boys’ rule-breaking by course level contributed to gender-based differences in students’ perceptions of intelligence. In higher-level courses—where affluent, White, and Asian American students were overrepresented—educators tolerated 6th-grade boys’ rule-breaking, such that boys challenged girls’ opinions and monopolized classroom conversations. By 8th grade, students perceived higher-level boys as more exceptionally intelligent than girls. However, in lower-level courses—where non-affluent Latinx students were overrepresented—educators penalized 6th-grade boys’ rule-breaking, such that boys disengaged from classroom conversations. By 8th grade, lower-level students perceived girls as smarter than boys, but not exceptional. This article also demonstrates how race intersected with gender when shaping students’ perceptions of intelligence, with students associating the most superlatives with affluent White boys’ capabilities. Through this analysis, I develop a new theoretical understanding of how school processes contribute to the gendered social construction of exceptionalism and reproduce social inequalities in early adolescence.

Abstract 261: Gender-Specific Differences in Behavioral and Physiological Risk Factors Associated with Childhood Obesity

Background: Prior research has shown differences in physiologic and behavioral measurements of adolescent boys and girls. This study sought to determine if similar gender-specific differences exist between participants of the Project Healthy Schools (PHS) school-based wellness program, both at baseline and post-PHS intervention. Methods: Demographics, physiological measures and health behaviors were compared between 6 th grade girls and boys enrolled in PHS between 2004-2017 at baseline and post-PHS intervention. Results: Health behavior data were collected in 19,995 students (46.1% girls); physiological measures were collected in 2,922 students (52.7% girls). Boys within the physiological sample were older than girls (11.62 v. 11.55, p<0.001). At baseline, girls had lower HDL cholesterol and higher resting and recovery heart rates, but reported greater consumption of fruits and vegetables and less sugary beverages and fried meats than boys. Boys reported more vigorous exercise but greater hours of television and video game screen time than girls. Post-intervention, girls showed greater improvement in resting heart rate, fruit consumption and video game time. Conclusion: Girls had better health behaviors but poorer physiological markers at baseline. Lower rates of physical activity in girls at baseline highlight a potential area of focus for the PHS intervention in this population. Future exploration of gender-specific targeted strategies to improve health behaviors is warranted.

The healthy body image (HBI) intervention: Effects of a school-based cluster-randomized controlled trial with 12-months follow-up

We examined the effects of the Healthy Body Image (HBI) intervention on positive embodiment and health-related quality of life among Norwegian high school students. The intervention comprised three interactive workshops, with body image, media literacy, and lifestyle as main themes. In total, 2,446 12th grade boys (43%) and girls (mean age 16.8 years) from 30 high schools participated in a cluster-randomized controlled study with the HBI intervention and a control condition as the study arms. Data were collected at baseline, post-intervention, 3- and 12-months follow-up, and analysed using linear mixed regression models. The HBI intervention caused a favourable immediate change in positive embodiment and health-related quality of life among intervention girls, which was maintained at follow-up. Among intervention boys, however, weak post-intervention effects on embodiment and health-related quality of life vanished at the follow-ups. Future studies should address steps to make the HBI intervention more relevant for boys as well as determine whether the number of workshops or themes may be shortened to ease implementation and to enhance intervention effects.

Motor Abilities: Methods of Strength and Strength Endurance Development in Middle-School-Aged Boys

The study purpose is to develop methods for strength and strength endurance development in middle-school-aged boys in a two-week physical training cycle.
 Materials and methods. The study participants were 6th grade boys (n = 36), 7th grade boys (n = 36), 8th grade boys (n = 33). The paper used analysis and generalization of data of scientific and methodological literature, pedagogical testing, and methods of mathematical statistics for processing research results. The study materials were processed by the IBM SPSS 23 statistical analysis software. The following parameters were calculated: arithmetic mean (X); standard deviation (s). The probability of difference in statistical indicators was estimated using the Student’s t-test.
 Results. The analysis of the study results indicates that after using the method of circuit training (1–3 classes), the experimental group boys show a statistically significant improvement of results in the set of tests (p < 0.05). The largest increase was observed in the indicators of strength endurance of shoulder flexors, abdominal and back muscles, and static endurance of leg muscles. After using a combined method (4–6 classes), the experimental group boys show a statistically significant improvement of the results of strength and strength endurance of shoulder muscles, abdominal and back muscles, leg muscles (p < 0.05). The comparison between the levels of strength preparedness of the control group boys and experimental group boys after the experiment revealed that the experimental group boys show statistically significantly better results of strength and strength endurance of shoulder muscles, abdominal and back muscles, leg muscles (p < 0.05).
 Conclusions. The methods of strength and endurance development that includes circuit training (1–3 classes) and combined training (4–6 classes) have a positive effect on the dynamics of indicators of strength and strength endurance of shoulder muscles, abdominal and back muscles, leg muscles of the middle-school-aged boys. The method of circuit training is effective to develop general and local strength endurance, the dynamics of strength of the local muscle group is strongly influenced by the method of combined training.