Physical Education Fitness Research Articles

The Curriculum of Physical Education and Moral Education

LANGUAGE NOTE | Document text in English; abstract also in Chinese.Recently, much emphasis has put on the training of physical fitness in Physical Education (PE) subject. In fact, one of the most important objectives of PE is to promote the qualities of desirable moral behaviors, co-operation in communal life and the ability of making moral judgment in students. PE is a significant media to provide real life situations for students to re-exercise the moral reasoning and reappraise the value of PE. This coincides with Kohlberg's theory (1987) that moral reasoning has to go through the process of re-evaluation of own value system in different situations, thus achieving a balance and fostering the advancement of a person's level of moral reasoning. This essay discussed the relationship between moral education and PE, and the way to implement moral education in PE is suggested.近年來，體育科的發展多集中在體能方面，對於其他方面的發展則略嫌忽略，道德發展正是其中一環。體育科正正能夠作為一個極之有效的媒介，讓學生有機會重覆遇上兩難的情景，而進行重覆練習道德思維判斷，尋找出一個在內心世界的平衡點 — 體育的價值。這個歷程正符合近代心理學家勞倫斯郭耳堡(1987)的認知道德發展模式，當一些價值在實際選擇情景中發生衝突時，道德價值的認知便邁向評量價值更具批判責任的一步，這樣便能提升個人的道德思維層次。這篇文章就是探討兩者的關係。

Measuring Teaching Behaviors, Lesson Context, and Physical Activity in School Physical Education Programs: Comparing the SOFIT and the C-SOFIT Instruments

As the focus on health-related physical education increases, promoting physical activity leading to the development of physical fitness becomes an important component of school physical education programs. To determine the status and effect of teaching processes related to physical activity and fitness in physical education, it is necessary to have instrumentation that produces reliable, valid, and usable scores for the population in which they are used. The purpose of this study is to compare the data produced by the previously validated and often used System for Observing Fitness Instruction Time (SOFIT) instrument (McKenzie, Sallis, & Nader, 1991) with a computerized instrument, the Computer-SOFIT (C-SOFIT). The categories of the C-SOFIT instrument are exactly the same as those of the interval coding system, the SOFIT instrument. C-SOFIT is a duration coding instrument that was written in the C computer language and pilot tested in a number of classes with different coders to make it usable in physical education classes. Fifteen middle school physical education classes focusing on various content were coded from videotapes using the two instruments (SOFIT and C-SOFIT) on separate occasions. The results indicated that the C-SOFIT instrument is an acceptable substitute for the valid SOFIT instrument. The duration coding instrument (C-SOFIT) may provide the most precise measurements of time. The validity and reliability of scores produced using both instruments provide options for data collection related to teaching processes where physical activity and fitness instruction are part of the research focus.

The Impact of National Curriculum Physical Education on the Teaching of Health‐Related Fitness: A Case Study in One English Town

The research reported in this paper was aimed at discovering the impact of the health‐related element within National Curriculum Physical Education (NCPE) on (a) the percentage of lesson time pupils were engaged in moderate to vigorous physical activity (MVPA), (b) the percentage of lesson time allocated by teachers for pupils to engage in fitness activity or acquire health‐related fitness knowledge, and (c) the percentage of time teachers used behaviours likely to encourage pupils to participate in health‐promoting physical activity. Subjects were 20 physical education teachers employed in one town in southwest England. Two lessons of each teacher's choice in which they taught any activity to years 7, 8, or 9 were videotaped. Lessons were coded with SOFIT, an observational instrument designed to quantify factors thought to promote health‐related fitness in physical education. Data generated by SOFIT were entered into an SPSS programme to produce descriptive statistics. Results indicated that, with the ex...

Health‐related Fitness in Secondary School Physical Education: a descriptive‐analytic study

Summary The purpose of this study was to observe secondary school physical education lessons on a variety of activities and determine (a) the percentage of lesson time pupils were engaged in moderate to vigorous physical activity (MVPA), (b) the percentage of lesson time allocated by teachers for pupils to engage in fitness activity or acquire health‐related fitness knowledge, and (c) the percentage of time teachers used behaviour likely to encourage pupils to participate in health promoting physical activity. Subjects were 20 physical education teachers working in one town in south‐west England. Two lessons of each teacher's choice in which they taught any activity to Years 7, 8, or 9 were videotaped. Lessons were coded with SOFIT, an observational instrument developed to quantify factors thought to promote health‐related fitness in physical education. Data generated by SOFIT were entered into a SAS programme to produce descriptive statistics. Results indicated that pupils spent little time in MVPA likel...

Physical Education—Fitness or Fraud? A Call for Curriculum Reform

Physical Education—Fitness or Fraud? A Call for Curriculum Reform