High School Physical Education Classes Research Articles

Implementation and Outcomes of a Responsibility-Based Physical Activity Program Integrated into an Intact High School Physical Education Class

Underserved youth are at risk for numerous threats to their physical and psychological well-being. To navigate the challenges they face, they need a variety of positive life skills. This study systematically explored the implementation and short-term outcomes of a responsibility-based physical activity program that was integrated into an intact high school physical education class. Qualitative methods, drawing on multiple data sources, were used to evaluate a 20-lesson teaching personal and social responsibility (TPSR) program. Participants were 23 African American students in an urban high school. Five themes characterized the program: (a) establishing a relevant curriculum, (b) navigating barriers, (c) practicing life skills, (d) seeing the potential for transfer, and (e) creating a valued program. Findings extend the empirical literature related to TPSR and, more generally, physical activity programs designed to promote life skills. Implications for practitioners are discussed.

Determinants of Eating Attitudes among Overweight and Nonoverweight Adolescents

Purpose Limited research has examined the determinants of eating attitudes among both adolescent boys and girls. The aims of this study were to examine the extent to which depressive symptoms, body satisfaction, and physical activity (PA) predict eating attitudes in adolescent boys and girls, and to determine the moderating influences of sex and body mass index (BMI). Methods The participants (N = 646 adolescent boys and girls; mean age 14.28 years; 49% boys) completed self-reported measures of their depressive symptoms, body satisfaction, leisure-time PA, and eating attitudes during their high school health and physical education classes. Results Hierarchical regression analyses revealed that: (1) BMI, depressive symptoms, body satisfaction, PA, and their interaction terms explained 14% and 17% of the variance in eating attitudes for boys and girls, respectively; (2) BMI moderated the contributions of body satisfaction and PA for predicting eating attitudes such that overweight boys scored lower on body satisfaction and higher on PA than normal-weight boys; and (3) BMI did not moderate the contributions of any of the psychobehavioral constructs for predicting eating attitudes among girls. Conclusions Our findings illustrate that eating attitudes are determined differently for boys and girls, and the findings demonstrate the need for sex-specific interventions to promote healthy eating attitudes and behaviors during adolescence.

Modifiable lifestyle factors affecting bone health using calcaneus quantitative ultrasound in adolescent girls

One hundred and fourteen girls were measured for calcaneus QUS (stiffness index score), calcium intake, weight, and total hours spent in physical activity (moderate to high-impact activities and low to no-impact activities). Multiple regression analysis indicated that hours spent in moderate to high-impact activities, current calcium intake, and weight significantly predicted SI. To determine the influence of modifiable lifestyle factors on adolescent girls' bone health measured by calcaneus quantitative ultrasound (QUS). One hundred and fourteen girls, ages 14-18 (15.97 +/- .7), enrolled in high school physical education classes, were measured for calcaneus QUS (stiffness index score), height, weight, current calcium intake from 2-3 day food records, and estimated total hours spent in physical activity from kindergarten to present. Cumulative physical activity hours were separated into two classifications (according to their estimated strain from ground reaction force): moderate to high-impact activities and low to no-impact activities. Pearson correlations between stiffness index (SI) and age, height, weight, current calcium intake, and hours spent in moderate to high-impact versus low to no-impact activities indicated a positive relationships between SI and weight (r = .259, p = .005), current calcium intake (r = .286, p = .002), and hours spent in moderate to high-impact activities (r = .451, p < .001). Multiple regression between SI and the above independent variables indicated that collectively, hours spent in moderate to high-impact activities, current calcium intake, and weight (r (2) = .363, p = <.001) significantly predicted SI. Our data indicate that moderate to high-impact activities, current calcium intake, and weight positively influence bone properties of the calcaneus in adolescent girls.

Changes in students’ self‐determined motivation and goal orientation as a result of motivational climate intervention within high school physical education classes

The aim of the study was to analyze changes in students’ self‐determined motivation and goal orientation following a one academic‐year intervention that was directed toward increasing task‐involvement during physical education lessons. After adjusting for initial differences, students in the intervention classes were more self‐determined by the end of the year than students in the control group. Additionally, the experimental group decreased in external regulation, whereas, it increased in the control group. Students in experimental groups were also less amotivated than students in the control group. Finally, experimental students reported higher levels of task orientation when compared with the control students. Overall, the results showed that teachers are able to promote students’ self‐determined motivation by emphasizing task‐involvement within physical education

Physical Activity Levels in Middle and High School Physical Education: A Review

Forty studies reporting physical activity during middle and high school physical education (PE) classes were reviewed. Students engaged in moderate-to-vigorous physical activity (MVPA) for 27% to 47% of class time. Intervention strategies were successful in increasing MVPA. During nonintervention classes the highest levels of MVPA occurred in invasion games and fitness activities. Movement activities stimulated the lowest levels. Boys and girls spent 40% of class time in MVPA. Differences in MVPA during PE were also methodology dependent. PE classes can complement other school-based opportunities to contribute to young people’s daily physical activity.

Physical Activity Patterns of College Students with and without High School Physical Education

The purpose of this study was to examine differences in physical activity patterns of high school graduates in Texas who completed physical education class credit during high school and those who did not but who were varsity athletes. A questionnaire was designed and tested for reliability prior to being administered to 201 college students. Analysis indicated that participants who completed high school physical education class credit do not currently participate in regular physical activity as much as those who were not required to complete such credit. Conversely, athletes who did not participate in physical education reported currently engaging in more cardiovascular exercise and team sports than the physical education students during high school.

New moves: a school-based obesity prevention program for adolescent girls

Background This study tests the feasibility of an innovative school-based program for obesity prevention among adolescent girls. New Moves was implemented as a multicomponent, girls-only, high-school physical education class. Methods Six schools were equally randomized into intervention and control conditions. Data were collected at baseline, postintervention, and 8-month follow-up to assess program impact on physical activity, eating patterns, self-perceptions, and body mass index (BMI) among 89 girls in the intervention and 112 girls in the control conditions. Program evaluation also included interviews with school staff, parent surveys, and participant interviews and process evaluation surveys. Results The feasibility of implementing New Moves was high, as indicated by strong satisfaction among participants, parents, and school staff, and by program sustainability. Participants perceived a positive program impact on their physical activity, eating patterns, and self-image. Girls in the intervention significantly progressed in their stage of behavioral change for physical activity from baseline to follow-up. However, for the majority of outcome variables, differences between intervention and control schools at postintervention and follow-up were not statistically significant. Conclusions New Moves was well received and fills a needed niche within school physical education programs. An expanded intervention and evaluation is needed to enhance and assess long-term program effectiveness.

Aqua Activities for High School Physical Education Classes

(2000). Aqua Activities for High School Physical Education Classes. Journal of Physical Education, Recreation & Dance: Vol. 71, No. 9, pp. 45-49.

The Try-Out of a Team Sport Performance Assessment Procedure in Elementary and Junior High School Physical Education Classes

The purpose of this study is to describe the results of a try-out of Gréhaigne, Godbout, and Bouthier’s (1997) team sport performance assessment procedure in elementary and junior high school physical education classes and to expose issues related to its potential implementation. Six elementary and junior high school teachers were asked to use this assessment procedure with their Grade 5 to 8 class-groups for a 6-week period in order to gather data for the establishment of performance norms. As it was developed for peer assessment purposes, the teachers instructed their students in observing and coding. Teachers and their students then proceeded to collect team sport performance data. Following this process, interviews were conducted in order to gather the teachers’ perceptions and opinions regarding the potential integration of this assessment procedure. From the collected data, topics focusing on the possible applications in a team sport teaching-learning context are presented and discussed.

Implementing Curriculum Within a Context of Fear and Disengagement

The purpose of this study was to examine situational and personal contextual factors that teachers and students reported as enhancing or minimizing student engagement in urban high school physical education classes. In this ethnographic study, 21 physical education teachers and their students in six high schools were observed, and all teachers at six schools and 51 students at five schools were interviewed to examine their perspectives on physical education. Data were analyzed using constant comparison. Findings suggested that students found some tasks to be embarrassing, boring, and irrelevant. Some students preferred to receive a failing grade rather than participate. All participants reported a sense of fear and alienation in the school or class environments. Students, however, described several teachers who created contexts of engagement in these schools. These teachers connected personally with students and worked to provide an innovative curriculum that students felt was relevant and worthwhile.

Teachers' responses to noncompliant students: The realities and consequences of a negotiated curriculum

This research examined the context in urban high school physical education classes that influenced 10 teachers' conceptualizations of realistic educational goals for their students. Ethnographic data in the form of field notes and interviews were analyzed using constant comparison. Teachers reported that many students were unwilling to participate and were becoming progressively more difficult to teach. Teachers actively sought explanations for this behavior both in the students' backgrounds and their lack of interest in school. They identified inconsistencies between the school's educational mission and the students' aspirations for the future. Teachers reported substantial changes in their programs over their careers. Although they had begun their careers teaching skills and other knowledge-based curricula, the diversity and difficulties associated with teaching urban students had forced them to move from a curriculum of skills to a “curriculum” of motivation and order. Many of these programs exhibited characteristics of an elitist, discriminatory, and decontextual approach to curriculum.

Student Characteristics, Practice, and Achievement in Physical Education

Abstract The purpose of this study was to determine if students of differing initial skill levels and boys and girls receive different amounts and types of practice, and if correlations between appropriate and inappropriate trials and achievement were different for the various subgroups. Students (N = 202) and teachers in 10 middle school/junior high school physical education classes were the subjects for this study. Students in the classes were pretested, received instruction, and then were posttested on the forearm pass and underhand serve volleyball skills. Instruction was videotaped for subsequent coding of practice variables. Multivariate analysis of variance and analysis of variance were used to determine differences in appropriate, inappropriate, and total practice trials and the appropriate-to-inappropriate trial ratio for gender and skill-level combinations. Correlations of frequency of appropriate trials and inappropriate trials with achievement and differences in these correlations for skill groups and for boys and girls were determined. Significant interaction effects were identified for the forearm pass for the number of appropriate trials and for the ratio in appropriate: inappropriate ratio. For the serve, significant main effects were found for gender and skill level for inappropriate trials, for skill level for total trials, and for gender for the appropriate:inappropriate ratio. Most subgroup correlations with achievement were significant, and differences in the magnitude of correlations were found for appropriate trials for the forearm pass. For inappropriate trials for the forearm pass, significant negative correlations were found for low-skilled boys and girls, but not for other combinations.

Participation of High School Students in School Physical Education—United States, 1990

Regular physical activity increases a person's ability to perform daily activities with greater vigor and may reduce the risk for specific health problems, including coronary heart disease (1), hypertension (2), noninsulin-dependent diabetes mellitus (3), colon cancer (4), and depression (5), as well as lower all-cause death rates (6). In addition to extracurricular activities (e.g., sports and recreational organizations), high school physical education (PE) classes provide an opportunity to ensure a minimal, regular amount of desirable physical activity and help establish physical activity patterns that may extend into adulthood. This report examines the prevalence of self-reported enrollment, attendance, and participation in PE classes by students in grades 9-12.

The Relationship between Selected Student Characteristics and Activity Patterns in a Required High School Physical Education Class

This study described the activity patterns of students in a high school fitness class and explored the structural relationships between particular student characteristics and their systematically coded exercise behavior. Although percent of time spent jogging was low (18%), with no gains made in cardiovascular fitness, the amount of time spent jogging, the distance covered, and fitness level were all significantly correlated. A LISREL VI computer program was used to test a structural equation model representing the Fishbein Behavioral-Intention Model. In support of the model, results showed the prediction of exercise behavior by attitude and subjective norm was significantly mediated by intention. Although not significant, it is worth noting that subjective norm was found to be the stronger predictor of intention over attitude. Background variables were found to indirectly influence intention through their significant influence on attitude and subjective norm. For this sample of 9th and 10th graders, significant others, particularly their peers and teachers, had a stronger impact on behavior than personal attitudes about activity.

THE CULTURAL TRANSMISSIVE FUNCTION OF PHYSICAL EDUCATION

What is the cultural transmissive function of a high school physical education class? Research which I conducted in northeastern Utah' suggests that one function of participation in such a class (i.e., the extent to which students played basketball during the winter of 1972) was to display information about one's social identity. The participants were displaying information to members of their own community cultural group (in this case, either Anglo-Mormons or Ute Indians) that they were, in fact, members of that group, while to members of the other group they were providing displays that they were not members of that other group. In effect, the high school physical education class functioned to maintain two community cultures by providing an opportunity for Utes and Anglos alike to display to each other who they were, and who they were not. These conclusions resulted from a six-month field study in Roosevelt, Utah, during which time I observed, participated in, and investigated value orientations related to basketball in the Anglo community, the Ute community, and the high school.2 Union High School was populated predominantly by Anglo-Mormons. Ute Indians students represented approximately 20% of the total school population. These figures include the school staff which was exclusively Anglo with the exception of one Ute woman who was a liaison between the school and the Ute community. The interactional patterns in the school reflected the bicultural nature of the community, and were similar to the interactional patterns found by Kimball et al. in a southern urban environment.3 There were times and places where Ute and Anglo students met and talked (classes, clubs, etc.), but outside of those constrained situations the students and staff kept to their own cultural group. Ute students and their Anglo counterparts congregated in different places within the school. The community outside the school wa's similarly structured. There were times and places where Ute and Anglo residents came into interactive contact with one another-markets, banks, clothing stores, livestock auctions, movie houses, recreational facilities, churches, schools, and the like. But for the most part, the two communities maintained independent interactional structures: the Anglos interacted with Anglos, and the Utes interacted with Utes.