Enrollment In Physical Education Research Articles

O.4.6-1 Examining the feasibility, acceptability, and effectiveness of a self-compassion workshop in physical education class for adolescent females

Abstract Purpose In adolescence, enrollment in Physical Education (PE) drastically drops in the transition from grade 9 to 10 – particularly for females who disengage at higher rates than males after completing provincial PE curricular requirements. This is problematic since engagement in PE has the potential to shape and guide young females’ perceptions of movement, their bodies, and coping with life’s difficulties through physical activity. Body image distress may be one reason to explain PE disengagement therefore, may warrant intervention. Self-compassion is an emotion regulation strategy that helps deal with body-related distress and may be an effective strategy to help females cope with these negative experiences in PE and PA beyond. This is the first pilot study to examine the feasibility, acceptability and effectiveness of a self-compassion psychoeducation intervention in PE. Methods A pragmatic one-group pre-test post-test design, with 1-month follow-up was used. The sample consisted of n = 52 students from 2 Canadian high school grade 9 grade 10 females PE classes. The intervention consisted of a 75 minute self-compassion workshop. Feasibility and acceptability were assessed using multiple data sources from a 75-minute focus group, and 1-month follow up survey data. Effectiveness was examined using change in scores on PE attitudes, PA attitudes, self-compassion, and body-image coping. Results There was overall feasibility evidence for the intervention, whereby, all available classes and teachers agreed to host the workshop. The majority of students completed the pre-survey 84.6% (44/52), workshop 71.5% (37/52), and focus group session 92.3% (48/52), and expressed interest in having follow-up workshops 60.7% (17/28). The intervention demonstrated acceptability, as indicated by students indicating high scores on workshop acceptability, ethical conduct, effectiveness, limited negative side effects, material being beneficial and presented in a useful way. Small improvements were shown for self-compassion (d = 0.0761), PE attitudes (d = 0.0761) and PA attitudes (d = 0.245) from pre-workshop to follow-up. Conclusions The knowledge gained from this pilot study may enhance capacity for delivery of scalable curriculum-informed physical education promotion strategies which may be broadly transferrable to physical activity programs.

The Impact of Changes in Physical Education Class Enrollment on Moderate-to-Vigorous Physical Activity Among a Large Sample of Canadian Youth.

Few youth engage in sufficient daily moderate-to-vigorous physical activity (MVPA), and the likelihood of meeting guidelines declines through secondary school. Physical education (PE) can afford youth with opportunities for MVPA. Therefore, the purpose of this study was to investigate the impact of changes in PE enrollment on MVPA and MVPA guideline adherence in Ontario and Alberta secondary students. Linked survey data was used from 1514 students who participated in year 3 (2014/2015 baseline) and year 6 (2017/2018 follow-up) of the COMPASS Study. Regression models tested whether changes in PE enrollment predicted changes in self-reported MVPA (minutes) and MVPA guideline adherence from grade 9 (baseline) to grade 12 (follow-up), controlling for sports participation and sociodemographic variables. Students who remained enrolled in PE in grade 12 reported a daily average of 30 minutes more MVPA. Among students meeting MVPA guidelines and enrolled in PE in grade 9, students not taking PE in the current term in grade 12 were less likely to continue to meet guidelines than students currently enrolled in PE (adjusted odds ratio 0.53; 95% confidence interval: 0.36, 0.78; p < .0013). Findings from this study could inform the future implementation of a mandatory PE credit for upper year secondary students.

The role of psychosocial factors in the decision to enroll in physical education courses at the state college level

Objective: Physical education (PE) courses may provide young adults with opportunities to become active, however, enrollment in college PE courses remains low. Participants: This study examined psychosocial factors related to PE enrollment in a sample of 177 college students (29.4% completed a PE course). Methods: Participants completed an online survey that inquired about demographic information, college PE enrollment, exercise self-efficacy, and several open-ended questions regarding their enrollment decisions. Results: There were no differences in self-efficacy scores between PE completers and non-completers. PE completers had more positive previous experiences with PE (43.7% vs 19.3%, p < .01) while non-completers had more negative PE experiences (33% vs 12.5%, p = .03). PE completers felt that self-improvement (51.5% vs 21.3%, p < .01) was most important regarding decisions to enroll in a PE course, while non-completers were concerned with PE courses counting toward their degree (29.2% vs 9.1%, p = .02). Conclusions: These findings can help inform those involved in teaching and administration of PE courses at the state college level. Future research should further investigate how past PE experiences shape students’ feelings toward PE.

Evaluation of an Intervention to Increase Student Motivation and Enrollment in Physical Education

This study examined the influence of a 4-month intervention on students’ motivation in Grade 10 physical education and enrollment in elective physical education. Health Promoting Secondary School Physical Education (HPSS PE) was designed to improve students’ psychological need satisfaction in physical education, based on self-determination theory. A matched comparison pre–post design was used with 10 schools (5 intervention, 5 usual practice). Students (N = 373) completed questionnaires that assessed perceptions of autonomy, competence, and relatedness, and school personnel provided enrollment information. Results indicated that HPSS PE was not effective in increasing participants’ psychological need satisfaction; however, female students receiving the intervention were significantly more likely to enroll in elective physical education. Insights contribute to the evidence about creating need-supportive environments in physical education and improving enrollment rates in elective programming. Subscribe to TPE

Physical Education Enrollment Trends of Youth with Obesity in a Large Midwestern Metropolitan Area

Physical Education Enrollment Trends of Youth with Obesity in a Large Midwestern Metropolitan Area

Adolescents’ Relationship between Physical Education and Longitudinal Physical Activity Trends

With physical education (PE) being an avenue to be physically active and learn about health and wellbeing, it is important to understand enrollment trends and physical activity (PA) behaviors among adolescents. The purpose of this study is to examine adolescents’ health profiles and gain an understanding of adolescents’ perspective of PE. The current study used mixed methodology to examine adolescents’ health profiles and gain understanding of their perspectives of PE. Part 1 identified relationships over a two-year period between: PE rating, physical activity (PA), and health variables using data from the National Longitudinal Survey of Children and Youth (NLSCY). Part 2 examined adolescents’ perspectives of PE through four focus groups.Overall, PE was preferred over other subjects by 78% of participants; and preferring PE predicted higher frequencies of PA, lower BMI, and higher self-esteem. Enrollment in high school PE was influenced by the environment, gender, course conflicts, and teacher influence. In summary, the majority of adolescents prefer PE; it has an influence on health, and is an avenue for PA. Continued efforts need to be made to increase PE enrollment and participation to ensure the health of young people.

An Exploration of One Girl’s Experiences in Elective Physical Education: Why Does She Continue?

Participation in high school Physical Education (PE) contributes to the overall health of adolescents. However, many girls discontinue enrollment in PE as soon as the mandatory credits are met. Tailored PE courses designed to meet the needs and interests of girls may motivate them to continue participating in PE. This case study explored one girl’s story of her past experiences in PE, as well as her current experiences in a tailored elective PE course. We explored how this girl’s experiences with the course content, learning environment, and assessment affected her perceptions of PE. Findings emphasized the importance of variety within PE course content, a welcoming environment, fair and private assessment, and feelings of confidence, social safety, and competence for girls in PE.

Is the Provision of Physical Education to Senior-Years Students Associated With Greater Physical Activity Levels? Insight Into a Province-Wide Policy.

The purpose of this study was to determine if participation in physical education (PE) was associated with increased moderate-to-vigorous physical activity (MVPA) levels in adolescents. This was a cross sectional study comparing MVPA levels in senior-years students-grade 11 and 12-enrolled in high school PE during the semester data were collected compared with those not enrolled in PE in that same semester. The primary outcome measure was daily MVPA measured by accelerometry. The primary exposure was participation in PE. Among the 508 adolescents (16.9 ± 0.8 yrs, 49% female, n = 338 exposed to PE) studied, no differences in MVPA (47.0 ± 25.8 vs. 43.9 ± 25.0 mins/day, P = .25) or sedentary time (540.2 ± 94.7 vs. 550.2 ± 79.4 mins/day, P = .79) were noted between students enrolled in PE compared with students not enrolled in PE. Participation in PE was associated with a greater odds of achieving >60 minutes of MVPA daily (OR: 1.69; 95% CI: 1.04-2.75). This association was stronger among boys (OR: 2.4; 95% CI: 1.2-4.8) than girls (OR: 1.17; 95% CI: 0.5-2.7). Enrollment in PE in grade 11 or 12 is associated with modestly higher levels of MVPA and an increased likelihood of meeting PA guidelines among students in grades 11 and 12, particularly among boys.

Urban African-American Girls’ Participation and Future Intentions Toward Physical Education

Despite the fact that physical education holds great promise for the promotion of public health, urban African American girls’ interest and participation in physical education tends to decline with age. Using the Theory of Planned Behavior and feminist poststructuralist theory, this study was designed to examine African American girls’ physical education participation and possible social, cognitive, and motivational factors that drive them away from future intentions toward physical education. Participants were 168 African American girls (age range = 14–17 years, mean age = 14.7 years) enrolled in three public high schools from a large urban inner-city school district in the Midwestern United States. Both quantitative and word-data were collected. Results revealed that participation in physical education played an important role in urban African-American girls’ overall physical activity engagement. However, unfavorable attitudes and lack of perceived support impeded their intentions toward future enrollment in physical education. Major factors related to their intentions were: anticipated short- and long-term outcomes, body image concerns, the influence of their mothers, and scheduling conflicts. The findings indicate opportunities for early intervention.

How Can Perceived Autonomy Support Influence Enrollment in Elective Physical Education? A Prospective Study

This prospective study was designed to investigate the influence of high students' perceived teacher autonomy support in mandatory physical education on their intention and actual enrollment in elective physical education. Participants included 545 ninth-grade students enrolled in three suburban high schools in a major midwestern metropolitan area. A series of hypothesized models related to autonomy support within the Theory of Planned Behavior were tested. Structural equation modeling results demonstrated that perceived autonomy support provided by teachers in mandatory physical education could predict elective physical education enrollment indirectly via the mediation of attitudes and intention in the Theory of Planned Behavior. Providing support for students' autonomy in physical education may hold potential promise for enhancing their future physical activity engagement.

A Multilevel Examination of School and Student Characteristics Associated With Physical Education Class Enrollment Among High School Students

Schools can be an efficient venue for promoting physical activity (PA) among adolescents. Physical education (PE) requires investigation because it is a variable associated with adolescent PA levels and its existence in schools represents a significant opportunity for strategies to combat declining PA levels among this population. This article examines the between-school variability in student rates of PE enrollment among a large sample of high schools in Ontario, Canada, and identifies the school- and student-level characteristics associated with PE enrollment. This cross-sectional study utilized self-reported school- and student-level data from administrators and students at 73 high schools. Students' enrollment in PE, demographic, behavioral, and psychosocial variables was linked to school environment data comprising of school demographics and administrator assessed quality of policies, facilities, and programs related to PA. Analysis involved multilevel modeling. The mean rate of PE enrollment among the 73 high schools was 62.4%, with rates by school ranging from 28.9% to 81.1%. When student demographics, behavioral, and psychosocial factors were controlled for, there was still a school effect for student PE enrollment. The school effect was explained by the provision of daily PE and school median household income. This is the first study to examine the extent to which PE enrollment varies between schools and to identify school factors associated with school variability in rates of PE enrollment. Although most variation in PE enrollment lies between students within schools, there is sufficient between-school variation to be of interest to practitioners and policy makers.

Atividade física e comportamento sedentário em adolescentes estudantes do ensino médio

To identify the prevalence of factors associated with insufficient physical activity levels and sedentary behavior among adolescents. In this cross-sectional study 4,210 students (14-19 years old) attending public high-schools were selected using random two-stage cluster sampling. Data were collected by using the Global School-based Student Health Survey. Subjects who reported performing 60 minutes or more of moderate to vigorous physical activity five days a week or more were classified as physically active, while the remainder was classified as insufficiently active. Subjects who reported watching TV three or more hours a day were considered to be exposed to sedentary behavior. Analyses were carried out by using Chi-square tests and binary logistic regression. The prevalence of insufficiently active subjects was 65.1% (CI95% 63.7-66.6). Gender, place of residence (rural/urban), time of day attending school, occupational status, and enrollment in physical education were identified as factors significantly associated with exposure to insufficient levels of physical activity. Prevalence of exposure to sedentary behavior was 40.9% (CI95% 39.4-42.4) on week days and 49.9% (CI95% 48.4-51.4) on weekend days. Place of residence, time of day attending school, occupational status and enrollment in physical education were identified as factors significantly associated with exposure to sedentary behavior on week days, whereas on weekend days exposure to sedentary behavior was related to gender, age and time of day attending school. This study showed a high prevalence of insufficient physical activity levels and exposure to sedentary behaviors among adolescents.

Enrollment in Physical Education Is Associated With Health-Related Behavior Among High School Students

Physical education (PE) plays a critical role in the healthy development of youth; however, the influence of PE classes in helping to provide students with health-related behavior patterns is not clear. This study aims to analyze whether participation in PE classes is associated with health-related behavior among high school students. A total of 4210 students attending public high schools in Pernambuco (northeast of Brazil) were selected using random 2-stage cluster sampling. Data were collected by using the Global School-based Student Health Survey. The independent variable was the frequency of participation in PE classes, whereas physical activity, television viewing, smoking, and alcohol, fruit, vegetables and soda consumption were dependent variables. Logistic regressions were carried out to perform crude and adjusted analysis of the association between enrollment in PE classes and health-related behaviors. Sixty-five percent of students do not take part in PE classes, with a significantly higher proportion among females (67.8%). It was observed that enrollment in PE classes was positively associated with physical activity, TV viewing, and fruit consumption, but was negatively associated with soda drinking. The likelihood of reporting being active and eating fruit on a daily basis was 27% and 45% higher, respectively, among those who participate in at least 2 classes per week in comparison with those who do not. Students who participate in PE classes had 28-30% higher likelihood of reporting lower TV viewing during week days. Findings suggest that higher levels of enrollment in PE classes could play a role in the promotion of health-related behaviors among high school students.

Prevalência e fatores associados ao sobrepeso e à obesidade em adolescentes, estudantes de escolas de Ensino Médio de Pernambuco, Brasil

This study aims to analyze the association between demographic, socioeconomic, school-related, and behavioral factors and overweight and obesity in adolescents. The sample included 4,210 public high school students (14-19 years old) in Pernambuco State, Brazil, selected by two-stage cluster sampling. Obesity and overweight were assessed using anthropometric measurements, and the Global School-Based Health Survey was used to collect personal and behavioral data. The cutoff points for defining overweight and obesity were those recommended by the International Obesity Task Force. Prevalence rates for overweight and obesity were 11.5% (95%CI: 10.7-12.8) and 2.4% (95%CI: 1.9-2.9), respectively. Overweight and obesity were more common in males who reported residing in urban areas and were not enrolled in physical education classes. Watching television 3+ hours/day was associated with obesity in females. Reducing TV time and encouraging enrollment in physical education could be effective measures to counteract the growing obesity trends.

Enrollment in Physical Education Is Associated With Overall Physical Activity in Adolescent Girls

Little is known about population-level contributions of school physical education to overall physical activity (PA) in youth. Because PA levels are lower in girls than boys, it is particularly important that the effects of PE programs in adolescent girls be understood. Thus, the purpose of this study was to determine the association of enrollment in physical education and overall physical activity participation in adolescent girls. A measurement protocol was administered to cross-sectional samples of 8th-, 9th-, and 12th-grade girls participating in a school-based PA intervention study (1998–2003). PA was assessed with the 3-Day Physical Activity Recall. Three-way analyses of variance were performed to compare groups formed on the basis of physical education enrollment. For each grade group of girls, those who were enrolled in physical education reported more moderate-to-vigorous PA and more vigorous PA than nonenrolled girls. When activity in physical education classes was deleted, 8th-and 9th-grade physical education enrollees were not more active than nonenrollees; however, 12th-grade physical education enrollees remained more active than nonenrollees. Girls who were enrolled in physical education were more physically active than nonenrolled girls in all three grade levels. These findings suggest that expanded enrollment in physical education may increase American adolescent girls' PA level.

Enrollment in Physical Education Is Associated With Overall Physical Activity in Adolescent Girls

Little is known about population-level contributions of school physical education to overall physical activity (PA) in youth. Because PA levels are lower in girls than boys, it is particularly important that the effects of PE programs in adolescent girls be understood. Thus, the purpose of this study was to determine the association of enrollment in physical education and overall physical activity participation in adolescent girls. A measurement protocol was administered to cross-sectional samples of 8th-, 9th-, and 12th-grade girls participating in a school-based PA intervention study (1998–2003). PA was assessed with the 3-Day Physical Activity Recall. Three-way analyses of variance were performed to compare groups formed on the basis of physical education enrollment. For each grade group of girls, those who were enrolled in physical education reported more moderate-to-vigorous PA and more vigorous PA than nonenrolled girls. When activity in physical education classes was deleted, 8th-and 9th-grade physical education enrollees were not more active than nonenrollees; however, 12th-grade physical education enrollees remained more active than nonenrollees. Girls who were enrolled in physical education were more physically active than nonenrolled girls in all three grade levels. These findings suggest that expanded enrollment in physical education may increase American adolescent girls' PA level.

A Provincial Study of Opportunities for School-based Physical Activity in Secondary Schools

Purpose Adolescents spend considerable time at school and thus it is important to understand their opportunities for school-based physical activity. This study surveyed Ontario secondary schools to identify the range of structured opportunities and their engagement by students. Methods A questionnaire was mailed to key informants in 600 randomly selected secondary schools in Ontario, for which 474 respondents (79%) returned completed questionnaires. Results Curriculum-based physical education (PE) classes in grade nine were reported to be offered in all schools and these classes in grades 10, 11 and 12 were offered in almost all schools. Student enrollment in PE decreased from grades 9 to 12 (97.9%, 49.6%, 43.3% and 35.9%, respectively). Respondents reported that funding, timetable, facilities and resources made it somewhat difficult to implement the health and physical education curriculum in their schools. About two-thirds (65.5%) of the schools had an intramural program and 15.0% of students participated in it, whereas 97.2% of the schools had an inter-school sports program and 25.0% of students participated in it. Supervision issues made it difficult to provide intramural programs and funding made it difficult to provide inter-school sports programs. Conclusions Although provision of physical activity opportunities in Ontario appears satisfactory, actual engagement by students is low. The results suggest that strategies to increase student participation in PE, intramural programs, and inter-school sports programs need further consideration.

Role Of Physical Education On Cardiorespiratory Fitness In Middle School Children

Daily physical education can help youth achieve physical activity levels that meet Healthy People 2010 recommendations. Although results are mixed, some studies show that level of physical activity, which may increase as a function of physical education enrollment, may be related to improved cardiorespiratory endurance. PURPOSE To determine the effect of physical education class enrollment on cardiorespiratory endurance in middle school children. METHODS Participants were 214 sixth-grade students randomly assigned to physical education during either first (S1) or second (S2) semesters. Cardiorespiratory endurance was assessed using the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Three assessments were completed on each participant: pretest (beginning of the school year), midpoint (middle of the school year), and posttest (end of the school year). Differences in cardiorespiratory endurance (PACER laps completed) were analyzed using a mixed model, repeated measures ANOVA. RESULTS The table shows that overall, students achieved the greatest number of laps during the pretest (P < 0.03). Although students enrolled in physical education completed more laps at each test period, the difference was significant (P < 0.001) only during the pretest.Table 1: Pre, midpoint, and posttest cardiorespiratory fitness values (Mean+SD)CONCLUSION Scores on the PACER test were highest at the beginning of the first semester. The results may reflect elevated levels of physical activity during the summer. PACER scores tend to be lower during the school year suggesting that the benefit of elevated summer activity levels were not maintained. Enrollment in physical education did not appear to influence PACER scores. Supported by Blue Cross/Blue Shield Foundation of MI, NASPEM, and MSU College of Education.

Girls’ Experiences in Physical Education: Competition, Evaluation, &amp; Degradation

School nurses are often asked to participate in the health component of many physical education (PE) programs in schools. With this opportunity comes an ability to invite a model of physical education that enables physical, mental, and relational health. A pilot study was initiated to explore why girls' enrollment in physical education was dwindling once the compulsory credits were achieved. What emerged was the reality that for many girls, physical education was a source of constant shaming regarding their athletic ability and eventually themselves. Forced competition, degrading evaluation, and sexuality- and size-related harassment by both peers and teachers led the participants in this study to opt out of any further physical education classes. Within school-based physical education exists an opportunity to promote the health of adolescent women. School nurses, in partnership with physical education teachers and girls, can construct a model of physical education that is neither based on competition nor athletic ability, but rather on building a positive self-esteem and a positive relationship with one's body. This model would be rooted in participation, fun, and female friendship.

Girls' Experiences in Physical Education: Competition, Evaluation, &amp; Degradation

School nurses are often asked to participate in the health component of many physical education (PE) programs in schools. With this opportunity comes an ability to invite a model of physical education that enables physical, mental, and relational health. A pilot study was initiated to explore why girls’ enrollment in physical education was dwindling once the compulsory credits were achieved. What emerged was the reality that for many girls, physical education was a source of constant shaming regarding their athletic ability and eventually themselves. Forced competition, degrading evaluation, and sexuality- and size-related harassment by both peers and teachers led the participants in this study to opt out of any further physical education classes. Within school-based physical education exists an opportunity to promote the health of adolescent women. School nurses, in partnership with physical education teachers and girls, can construct a model of physical education that is neither based on competition nor athletic ability, but rather on building a positive self-esteem and a positive relationship with one’s body. This model would be rooted in participation, fun, and female friendship.