Lifelong Participation In Physical Activity Research Articles

Assessing the Fundamental Movement Skills of Children With Intellectual Disabilities in the Special Olympics Young Athletes Program.

Mastering the ability to move proficiently from a young age is an important contributor to lifelong physical activity participation. This study examined fundamental movement skill (FMS) proficiency in children with intellectual disabilities (n = 96, 60% boys, age 5-12years) and typically developing children (n = 96, 60% boys, age 5-12years). Participants were assessed using the Test of Gross Motor Development-3rd edition and balance subtest from the Bruininks-Oseretsky Test of Motor Proficiency 2. The FMS proficiency of typically developing children including mastery/near mastery level (combined variable representing mastery, which is achieving all criteria for the skill, over both trials and near mastery, wherein a participant performs all but one of the components of the skill correctly) was significantly higher than for children with intellectual disabilities. A similar observation was made with multiple linear regression analysis testing the interaction effect of participant group and age/gender on all three FMS subcomponents. The results presented will help establish a baseline of FMS proficiency and guidelines for future intervention for children with intellectual disabilities.

"If only balls could talk…": barriers and opportunities to participation for students with blindness and visual impairment in specialized PE.

For children with blindness and visual impairment (BVI) of all ages, disability sport and/or regular Physical Activity (PA) are deemed beneficial, promoting physical and mental health as well as increasing wellbeing and life satisfaction. In this regard, Physical Education (PE) serves as a foundation to regular and lifelong participation in PA, mainstream and/or disability sport. Research points towards manifold participation barriers for children with BVI in PE, which so far have mainly been investigated in inclusive settings and from the perspectives of sighted parents, teachers and peers. Consequently, people with BVI frequently consider PE a missed opportunity for lifelong PA. As transitioning from general to special schooling deems the only alternative to continue their education, questions arise in how far and in which ways specialized schools manage to accommodate their needs in PE. To address these gaps in literature, we investigated BVI students' perceived opportunities and barriers to participation in PE within a specialized school setting and their imaginations for possible (digital) improvements and solutions. Within the framework of Inclusive and Youth Participatory Action Research, we adopted the Mosaic Approach to investigate a sample of 19 students aged 14-20 at lower and upper secondary level in a specialized school in Austria. Data material included audio-recordings of interviews, student-guided school tours, photographs of significant places and objects and field protocols. The analysis was conducted with Interpretative Phenomenological Analysis. Through the analysis, we identified three themes. The data material firstly revealed the complex intricacies of how PE teachers can act as facilitators and gatekeepers to autonomous PA. Secondly, material norms function not only as barriers to participation even in a specialized school setting, but also constitute the basis for social hierarchies between students with various degrees of visual impairment. Thirdly, students imagined manifold digital solutions to enhance participation derived from their perceived barriers. The findings contribute to amplifying BVI individuals' voices and provide revealing insights in how participation in PA is enabled and prohibited for students with BVI which can not only help to improve specialized but also inclusive settings.

The relationship between physical literacy and quality of life among university students: The role of motivation as a mediator

Background/objectiveThe literature has discussed the potential for nurturing, integrating, and optimizing physical literacy to thereby enhance quality of life. Progression could be made through the disposition of acquiring movements and engaging in physical activity, but data supporting such an argument remains limited. This cross-sectional study attempted to empirically investigate these two variables by assessing the levels of motivation and satisfaction among university students in Taiwan. The hypothesis posited a positive correlation between physical literacy and quality of life, with the mediating effects of motivation and satisfaction taken into consideration. MethodsBy applying the time segregation method, participants were asked to complete a set of questionnaires at the beginning and the end of the first semester during the 2021 – 2022 academic year. The initial phase involved gathering demographic information and assessing the perceived physical literacy score. The scores for motivation, satisfaction, and quality of life were measured in the subsequent phase. SmartPLS version 3.3 was used to conduct data analysis. After ratifying the model's goodness-of-fit, partial least squares structural equation modeling was used to test the hypotheses in the research model. ResultsA total of 388 students (male n = 320, female n = 68; mean age: 18.5 years) participated in this study. Moderate explanatory power was found in the relationships of perceived physical literacy to physical education satisfaction (βPPLI → PES = 0.137, t = 6.439, R2 = 0.642) and motivation (βPPLIA → SIMS = 0.511, t = 32.701, R2 = 0.607). Results then indicated that motivation is the mediator of the relationship between physical literacy and physical education satisfaction (βPPLI → SIMS → PES = 0.373, t = 4.015). Furthermore, this satisfaction mediated the relationship between physical literacy and quality of life (βPPLI → PES → QoLS = 0.070, t = 4.47). ConclusionThis study connected theoretical knowledge regarding physical literacy with practice, suggesting that ongoing physical education may nurture the habit of lifelong participation in physical activity, thus further improving quality of life.

S5-2 Co-creating a feasible and valid physical literacy assessment tool for children for use in both educational and community physical activity settings, within England

Abstract Purpose Physical literacy (PL) has been described as a gateway to lifelong participation in physical activity, with relevance to the education, health, and sports contexts. That said, it remains a contested term in research and practice, meaning existing PL assessment tools (PLAT) are inconsistent, with divergent ways to assess PL and the encompassing domains. Furthermore, PLATs often lack feasibility, especially when looking to gain population-level data. Therefore, we are developing a feasible and valid PLAT for children (ages 5-11) for use in both educational and community physical activity settings, within England. Method To develop an England-specific PLAT, the project includes four stages: (1) a review of reviews to identify existing strengths and weaknesses of existing tools, (2) identifying stakeholders’ facilitators and barriers to using a PLAT in an education and/or community sports setting, (3) co-developing a feasible PLAT through a multi-stakeholder co-creation event (researchers, practitioners, policymakers), and (4) pilot testing to assess the tools validity and feasibility. Results The results of the scoping review of reviews revealed very few tools exist that assess all domains of PL. Of the identified tool, where the validity and reliability of the tool were more promising, the feasibility of the tool lacked. These findings were akin to tools assessing one domain of PL. Stages 2 and 3 are currently in process. We anticipate sharing findings from the stakeholder survey, and insights from the co-creation event that will have led to a newly developed PLAT for England. Conclusion The co-created PLAT tool will bring together stakeholders across the education, sport, and health sector to gain consensus around the importance of assessing children’s PL in a bid to improve their physical activity levels. We anticipate the co-developed tool will provide surveillance data on children’s PL levels, which will enhance our understanding of the specific needs of children and young people to improve their PL. Thus, better targeting and tailoring support for children and young people to be physically active throughout their lives. Support/Funding Source The project has been externally funded by Sport England and the London Marathon Group.

Generalization and maintenance of skill trials from physical education to recess in elementary school

ABSTRACT Background: Being skillful is a prerequisite for lifelong participation in physical activity (WHO 2022). Hence, investigating the quality of children’s skill performance is important. If physical education wants to contribute to the development of a physically active lifestyle, demonstrating whether children apply skills learned in physical education in a less structured setting such as recess is worthwhile. Purpose: This study systematically replicated and extended previous work connecting the content of physical education (i.e. parkour) with voluntary organized physical activity during recess. It was investigated whether children would maintain participation in parkour recess after the parkour sport education season in physical education ended. The research questions in this study were: (1) How did children’s voluntary participation in parkour recess differ between the generalization and maintenance phase?; and (2) How did children’s performance of skill trials in parkour recess differ between generalization and maintenance phase in comparison to physical education? Sex effects were investigated in both research questions. Methods: Participants in this study were seven physical education teachers (2 females and 5 males) and 147 grade 2 children (55 girls and 92 boys, mean age: 8 years). Seven classes from different schools in Flanders (Belgium) received a 10-lesson sport education parkour season in physical education. During the generalization phase, parkour was taught in physical education and five voluntary 20-min parkour recess sessions were organized during lunch recess. During the maintenance phase, teachers taught other content during physical education instead of parkour and another five parkour recess sessions were organized during lunch recess. All physical education lessons and parkour recess sessions were videorecorded. Children’s voluntary participation in each parkour recess session was recorded and their correct skill trials in physical education and parkour recess were collected using systematic observation. Findings: Children’s voluntary participation in parkour recess significantly declined from generalization (77%) to maintenance phase (52%), p < .001. In parkour recess, children performed significantly more total skill trials (58 vs. 51, p = .013), skill trials per minute (4.20 vs. 3.49, p < .001), and correct skill trials per minute (1.67 vs. 1.45, p = .029) in the maintenance versus generalization phase. Girls had a higher proportion of correct skill trials than boys (42% vs 36%, p = .01) in maintenance phase. No sex effect was found on children’s performance of skill trials during physical education. Conclusions: More than half of the children continued voluntarily to participate in parkour recess during the maintenance phase. Both boys and girls performed more skill trials in organized parkour recess compared to physical education. Connecting organized recess with physical education provided children with an opportunity to apply what they had learned in physical education. This study provides evidence of physical education’s potential to contribute to the development of children’s volitional physically active lifestyles.

P02-10 Irish primary school teacher's perceptions and practices of physical education provision

BackgroundPrimary school physical education (PE) is critical for the development of skills that are essential for lifelong participation in physical activity (PA). Despite this, PE provision in Irish schools is inconsistent, while just 17% of Irish children currently achieve the recommended 60 minutes of daily PA. PE exposes children to regular, developmentally appropriate PA and teachers are essential in ensuring high quality PE is provided. This study aims to examine the perceptions and practises related to PE amongst Irish primary school teachers.MethodsA survey was developed and validated using a modified Delphi technique and included 57 questions to examine Irish primary school teachers current teaching practices and supports needed to enhance their PE provision. A link to the survey was emailed to all Irish primary schools and shared on social media. SPSS version 27 was used for data analysis.ResultsOf the 473 respondents, 84.4% were female, 15.2% male and 0.4% didn't say (median age=34 (IQR=12)). Respondents indicated PE is timetabled (90.7%) and taught weekly (97%) in most schools. Time allocated for PE is used for other subjects in 35.9% of cases. Respectively, 40.8% and 52.4% of respondents indicated they never plan for or reflect on their teaching of PE. Just 57.1% of respondents indicated sufficient facilities, while 46.3% believe their equipment is insufficient. Approximately half (45.5%) have undertaken continuous professional development, citing a lack of courses offered, time and other priorities as barriers to undertaking additional training. Teachers cited their own lack of competence and confidence to teach PE as reasons why they would welcome engagement from a specialist PE teacher for certain strands (32.3%) or as a general support in PE (24.1%).ConclusionAlthough the vast majority of primary school teachers deliver PE on a weekly basis, these findings suggest teachers require additional supports to assist in their provision of PE. Novel approaches, such as the engagement of specialist PE teachers to support delivery in primary schools, are required to improve PE for Irish youths.

Basic Motor Competencies of 6- to 8-Year-Old Primary School Children in 10 European Countries: A Cross-Sectional Study on Associations With Age, Sex, Body Mass Index, and Physical Activity.

Basic motor competencies (BMC) are a prerequisite for children to be physically active, participate in sports and thus develop a healthy, active lifestyle. The present study provides a broad screening of BMC and associations with age, sex, body mass index (BMI) and extracurricular physical activity (PA) in 10 different European countries. The different country and regional contexts within Europe will offer a novel view on already established BMC associations. The cross-sectional study was conducted in 11 regions in 10 European countries in 2018. The motor competence areas, object movement (OM) and self-movement (SM), were assessed using the MOBAK-1-2 test instrument in 3758 first and second graders (age: M = 6.86 ± 0.60 years; 50% girls) during Physical Education classes. Children were questioned about their extracurricular PA and age. Their body weight and height were measured in order to calculate BMI. Statistical analyses included variances and correlations. The results showed significant differences in BMC levels between countries (OM: F = 18.74, p < 0.001, η2 = 0.048; SM: F = 73.10, p < 0.001, η2 = 0.163) whereas associations between BMC and correlates were similar. Boys performed significantly better in OM while girls performed better in SM. Age was consistently positively related to OM and SM with older children reaching higher levels of BMC than younger ones. While participation rates for extracurricular PA differed widely, participation in ball sports was correlated with OM and SM. Participation in individual sports showed a significant association with SM. In summary, BMC levels of children seem to depend on where they live and are strongly related to their participation in extracurricular PA. Therefore, education and health policies, in order to enhance motor competence development and PA participation, are recommended. Further research on country-specific Physical Education frameworks and their influence on BMC will provide more insights into structural factors and cultural characteristics of BMC development. On a school level, support tools and educational materials for teachers about BMC may enable children to achieve a basic level of motor competencies through Physical Education, contributing to lifelong participation in PA.

Factors Affecting Lifelong Participation in Physical Activity for Adults with Cerebral Palsy

Factors Affecting Lifelong Participation in Physical Activity for Adults with Cerebral Palsy

Physical Activity and Aging: Exploring Motivations of Masters Swimmers

Combating dementia is a public health priority, and exercise training is one promising strategy for dementia prevention. However, its efficacy in promoting cognitive outcomes in different types of dementia remains unknown. We conducted a systematic review (N = 27) and meta-analysis (N = 24) of randomized controlled trials with cognitive function as a primary or secondary outcome. We aimed to assess the effect of exercise interventions on the cognitive function of older adults (>60 years) diagnosed with different types of dementia. We synthesized data from 2,441 older adults with dementia. Eleven trials included older adults with multiple types of dementia, eight with Alzheimer's disease, six with unspecified types of dementia, and two with vascular cognitive impairment. We performed random-effects models using robust variance estimation (RVE) and tested potential moderators using the approximate Hotelling-Zhang test (HTZ). Results suggest a small effect of exercise on cognitive function for all-cause dementia (g = 0.18; 95% CI: 0.04, 0.33; p = 0.016); however, the effects did not differ by type of dementia. Moderation analyses showed that trials that did not specify participants' severity of dementia, applied individual-level randomization, and had higher intervention adherence demonstrated larger exercise effects on cognitive function for all-cause dementia. We conclude that exercise promotes small improvements in the cognitive function of older adults with all-cause dementia. More research including different types of dementia is needed if we hope to determine the precise effects of exercise for each type of dementia.

Physical Literacy Assessment Tools: A Systematic Literature Review for Why, What, Who, and How.

Physical literacy (PL) has been acknowledged to be an individual journey, in view of this contention, objective assessment of such a developing construct has become a debatable issue for the last couple of decades apart from physical domain of observable domain. The purpose of this systematic review was to scrutinise what is currently known regarding the PL assessment tools—the existing PL assessment tools, their pioneers and year of publication, the philosophy behind their initiation, what they have been assessing (assessment domains), the category of population being assessed in relation to their age group, validity of the tools, other scholars notes, as well as the approaches being used, whether assessment for, as or of learning during physical activity participation. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) was used to undertake a comprehensive search from six electronic databases—ScienceDirect, Scopus, Eric, PubMed, Google Scholar, and SportDiscus retrieved 52 research articles and review papers, whereby only 22 articles were included after identification, screening, and eligibility selection criteria process. The study established that the majority—70%—of PL assessment tools were developed to promote either fundamental movement skills, athlete development or long-term health and well-being, instead of lifelong participation in physical activity. It was also ascertained that only 30% of PL assessment tools address both three domains comprising PL. Of a particular concern, it was explored that only the International Physical Literacy Association (IPLA) PL matrix takes into account everyone of any age group, while the rest of the others segregate participants falling in a specific age groups to be based on. Afterward, the majority of PL assessment tools were identified at 70% to adopt assessment for learning or at a certain time combination with assessment as learning while assessing individuals’ PL progress. The conclusion was therefore drawn that the overall purpose of PL- to value and take responsibility of engaging in physical activity for life is still largely absent among the majority of existing PL assessment tools and both the ideal of what to assess and who to be assessed are far less to be met, while the effective PL assessment approaches remain critical. After all, in light of this conclusion future agenda has been suggested in view of designing PL assessment tools effective enough to promote PL for all.

Promoting Participation in Physical Activity in Children and Adolescents With Down Syndrome.

Physical therapists are experts in exercise and physical activity and are thus uniquely qualified to promote participation in children with Down syndrome. Instead of focusing on impairments or "correct" movement patterns, physical therapists are encouraged to allow the child and the child's environment to direct the treatment plan.

Physical Activity and Aging: Exploring Motivations of Masters Swimmers.

Physical activity benefits the health of older adults (e.g., lowering risk of cardiovascular disease, depression, dementia, and falls). However, less than one in four Americans meets guidelines for physical activity and inactivity increases with age. Masters athletes are exemplary because of their remarkable physical functioning. Swimming is a global, fast-growing sport in Masters athletics. This qualitative study explored motivations and barriers of 18 older adult members of a Masters swim club in Southern California. Guided by a primary research question: Why do Masters swimmers choose swim late in life, when most of their age cohort are becoming less physically active, semi-structured interviews delved into the lived experiences of the participants, and solicited peer feedback. Four main themes emerged: (1) I Just Love the Sensation of Being in the Water, (2) Tell Your Body What to Do Instead of the Other Way Around, (3) Make a Commitment to Your Friends That You’re Going to be There, and (4) I’ve Never Gone This Long in My Life Without Swimming. Participants expressed longing and regret that they could not swim due to COVID risk and safety guidelines. These findings can be used to design community programs to promote lifelong physical activity participation.

Determinants of Physical Activity Engagement in Patients With Nonalcoholic Fatty Liver Disease: The Need for an Individualized Approach to Lifestyle Interventions.

Physical activity (PA) is an important non-pharmacological treatment for non-alcoholic fatty liver disease (NAFLD). This study investigated the determinants of PA engagement and awareness of the World Health Organization (WHO) PA guidelines in patients with NAFLD. Study participants were 101 patients with NAFLD (median age: 54 [IQR=15] y; 53 men and 48 women) who completed 4 questionnaires: (1) a PA guideline awareness questionnaire; (2) a PA questionnaire assessing PA levels; and (3) 2 questionnaires assessing perceived barriers and motivators for engaging in PA. Binary logistic regression was performed to assess predictors of PA levels. Twenty-four percent of participants correctly identified the recommended WHO weekly PA guidelines, and 39% adhered to the guidelines. Lack of willpower, time, and energy were the most frequently cited barrier domains. Scores for lack of willpower (odds ratio [OR]=1.445, 95% CI=1.088-1.919) and lack of resources (OR=1.378, 95% CI=1.003-1.893), and reporting 3 or more "significant" barrier domains (OR=5.348, 95% CI=1.792-15.873) were significant predictors of PA levels. Maintaining health and fitness was the most cited motivator domain and was a significant predictor (OR=2.551, 95% CI=1.253-5.208) of PA levels. This study highlights the lack of awareness of the WHO PA guidelines and the key determinants of PA participation in patients with NAFLD. Determinants of PA should be identified at the individual level to create a personalized approach for PA maintenance for people with NAFLD to promote lifelong participation in PA. This study closes a gap in the published data on the determinants of PA engagement in patients with NAFLD. Physical inactivity is the fourth leading cause of global mortality and contributes to many chronic inflammatory diseases, including obesity, type 2 diabetes, cardiovascular disease, and nonalcoholic fatty liver disease (NAFLD). People with NAFLD engage in less physical activity compared with people who are healthy, and this study provides new information that clinicians can use to help these patients increase their physical activity participation.

Rationalizing teacher roles in developing and assessing physical literacy in children

Physical literacy serves as the foundation for several skills or attributes needed for lifelong physical activity participation. Based on its connection to physical activity, physical literacy has been associated with a wide variety of positive health outcomes. While research suggests that teachers play a crucial role in fostering children’s physical literacy, however, few psychometrically sound measures have been designed for teachers to assess physical literacy in children. A teacher proxy-report instrument that assesses the four physical literacy domains (i.e., physical, psychological, social, and cognitive), along with the comprehensive set of 30 elements proposed by the Australian Physical Literacy Framework, could provide a useful metric for teachers to assess children’s physical literacy levels. Accordingly, this article provides a rationale for developing such a tool for physical literacy assessment, focusing on children aged 5–12 years, using Sport Australia’s definition and framework for physical literacy.

Physical Activity Preferences Of Urban, Middle School Students Students

PURPOSE: The purpose of this study was to investigate the physical activity preferences of middle school students. METHODS: Participants were 219 students in grades 6-8 at a public, urban middle school. Data were collected via self-report questionnaire that included questions with specified options and questions with write-in opportunities assessing demographic information, physical activity preferences, and activities students would like to learn. RESULTS: Results indicated that the middle school boys (n=113) were 12.65 (± 1.63) years old and overall preferred basketball (38.3%) and football (25.2%) and wanted to learn more about basketball (19.8%), football (12.9%) and soccer (11.9% ). Eighth grade boys (n=26) preferred basketball (19.8%) and football (12.9%) and wanted to learn basketball (21.7%), football (17.4%) and baseball (13.0%). Seventh grade males (n=45) preferred jogging (44.4%), basketball (28.9%) and football (15.6%) and wanted to learn basketball (20%), baseball (12.5%), soccer (17.5%), tennis (10.0%) and swimming (10.0%). Sixth grade boys (n=42) preferred basketball (32%) and football (28%) and wanted to learn basketball (21.7%), football (17.4%) and baseball (13.0%). Girls (n=106) were 12.57 (SD = 1.05) years old and overall preferred basketball (28.3%), jogging (23.2%) and dancing 12.1%, and wanted to learn about basketball (29.3%) tennis (15.2%) and soccer (13.0%). Eighth grade girls (n=28) preferred basketball (33.3%), jogging (29.6%) and dancing (11.1%) and wanted to learn baseball (30.4%) and soccer (13.0%). Seventh grade girls (n=30) preferred dancing (17.9%), jogging (17.9%), swimming (17.9%) and basketball (14.3%) and wanted to learn about baseball (36%), soccer (16%), swimming (12%) and tennis (12%). Sixth grade girls (n=47) preferred basketball (34.9%) and jogging (23.3%) and wanted to learn about basketball (25.6%), tennis (20.9%) and soccer (11.6%). CONCLUSIONS: In addition to population team sports, participants in this study indicated interests in individual and dual sports and fitness activities. Understanding preferences and interests is crucial to the development of population specific programs aimed at promoting current and lifelong physical activity participation.

The problems and prospects of physical education in Maharashtra

The importance of physical education has never been emphasized more than it is today. It is widely recognized that physical education (PE) and sports is relevant and important in developing an active and healthy lifestyle and the solution to rising obesity rates worldwide. Although in most countries, physical education is part of the school curriculum, lessons are not given, thus leading to a reduced experience of physical activity for children and youth. The practice of a physically active lifestyle in combination with healthy nutrition, however, needs to be started in early childhood. Therefore, ensuring that all children engage in regular physical activity is crucial, and the schools are the only place where all children can be reached. Quality Physical Education is the most effective and inclusive means of providing all children, whatever their ability/disability, sex, age, cultural, race/ethnicity, religious or social background, with the skills, attitudes, values, knowledge and understanding for lifelong participation in physical activity and sport and is the only school subject whose primary focus is on the body, physical activity, physical development and health. The present study will identify the current trends, issues and challenges in PE and sports based on which future challenges will be addressed.

Exploring the Role of Physical Education Teachers’ Domain-Specific Innovativeness, Educational Background, and Perceived School Support in CSPAP Adoption

Purpose: A comprehensive school physical activity program (CSPAP) is designed to help school-aged youth meet physical activity guidelines as well as develop the knowledge, skills, and dispositions that foster meaningful lifelong physical activity participation. In this study, we employed a “diffusion of innovations theory” perspective to examine the adoption of CSPAPs in relation to physical education teachers’ domain-specific innovativeness, educational background, demographics, and perceived school support. Methods: Physical education teachers (N = 407) responded to an electronic survey with validated measures for each of the above-mentioned variables. Results: Latent profile analysis classified teachers into three domain-specific innovativeness levels (high, average, and low). CSPAP-related professional training, knowledge, and perceived school support were found to be significant factors in domain-specific innovativeness and CSPAP adoption. Discussion/Conclusion: This study provides novel evidence to inform professional development initiatives so that they can be tailored to physical education teachers who may be less likely to adopt a CSPAP.

Teachers’ perceptions of the Finnish national curriculum and inclusive practices of physical education

ABSTRACTThis paper investigates the relationship between the Finnish national curriculum and inclusive practices of physical education (PE) from the viewpoint of teachers from Finland. Case studies were conducted with the intention of developing understandings of the teacher’s perspective on the current PE curricula at the time of transition to a new curriculum. The present qualitative study was carried out over a period of six months through weekly observations of PE classes and semi-structured interviews with teachers (n = 8) in four different schools in Southern Finland. Data were analysed through content analysis. Themes identified were ‘Pedagogical autonomy and flexibility of the curriculum’, ‘Commitment and responsibility’ and ‘Conceptualisation of PE’. Findings revealed that the flexibility of the curriculum seems to have a positive impact on the participants’ professional practice. Several participants feel morally responsible for developing their schools. Moreover, for most participants, PE should promote lifelong participation in physical activity. A differentiated and reflected understanding of assessing student achievement in PE seems important to accommodate the individual needs of their students with disabilities.

Lifetime Participation Methodologies Implemented in Physical Education

Early experiences in physical education (PE) either encourage or repress lifelong participation in physical activity (PA). PE programs supportive of lifelong participation are grounded in self-determination theory, achievement goal theory, and National Standards for PE and have PE teachers who overcome barriers by integrating the theories and standards. The purpose of this study was to educate PE teachers on lifetime participation methodologies and to investigate their perception and integration of these practices. The participants included eight PE teachers in Mississippi who were interviewed about their perceptions and levels of integration. Data analysis revealed themes indicating that teachers integrate a moderate level of lifetime participation methodologies in PE. The majority of the participants agreed lifetime participation methodologies were worthy of integration; however, there were a few contradictions in the occasional perceptions that the barriers were too powerful to overcome or coaching duties took priority. Subscribe to TPE

A school-based intervention program in promoting leisure-time physical activity: trial protocol

BackgroundRegular participation in moderate-to-vigorous physical activity (MVPA) is important to manage obesity. Physical education (PE) is considered to play an important role in promoting lifelong participation in physical activity (PA) because it provides an existing network where cost-effective interventions can be implemented to produce sustainable change in health behavior. However, the association between compulsory school PA (e.g., PE lessons) and body composition levels has received mixed support in the literature. Therefore, the present study aimed to investigate whether a school-based intervention targeting salient PA benefits and barriers grounded on the theory of planned behavior would promote young people’s participation in MVPA during leisure time and reduce body mass index (BMI) of overweight students.Methods/designA total of 171 students from 3 secondary schools in Singapore underwent the control condition followed by the intervention condition. Both the conditions consisted of PE lessons twice per week over 4 weeks. In the control condition, PE teachers encouraged students to participate in PA during leisure time without providing persuasive message. While in the intervention condition, PE teachers delivered persuasive messages that targeted the salient benefits and barriers associated with PA to the students at the last 5 to 10 min of each PE lesson. PA levels over a week were measured objectively with wrist-mounted GENEActiv Original accelerometers and subjectively with self-reporting questionnaires three times (Baseline, Post 1, and Post 2) in each condition. Student’s self-reported PA level was measured using the Leisure-Time Physical Activity Participation Questionnaire and the International Physical Activity Questionnaire, and their attitudes, intentions, subjective norms and perceived behavior control towards leisure-time PA were measured with a questionnaire based on the theory of planned behavior. Furthermore, students’ intention, determination and willingness to engage in leisure-time PA were compared with the other activity (e.g., doing homework, shopping).DiscussionThis study will provide the evidence on the effectiveness of a cost-effective school-based intervention on reducing BMI of overweight students through promoting sustained participation in leisure-time PA. It will also address methodological issues on the gaps between objective and subjective measures of PA.Trial registrationThis trial is registered with the ISRCTN registry (ISRCTN73786157, 26/10/2017, retrospectively registered).