Lifelong Participation In Physical Activity Research Articles

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).

Development, content validity and test-retest reliability of the Lifelong Physical Activity Skills Battery in adolescents

ABSTRACTNumerous skill batteries assess fundamental motor skill (e.g., kick, hop) competence. Few skill batteries examine lifelong physical activity skill competence (e.g., resistance training). This study aimed to develop and assess the content validity, test-retest and inter-rater reliability of the “Lifelong Physical Activity Skills Battery”. Development of the skill battery occurred in three stages: i) systematic reviews of lifelong physical activity participation rates and existing motor skill assessment tools, ii) practitioner consultation and iii) research expert consultation. The final battery included eight skills: grapevine, golf swing, jog, push-up, squat, tennis forehand, upward dog and warrior I. Adolescents (28 boys, 29 girls; M = 15.8 years, SD = 0.4 years) completed the Lifelong Physical Activity Skills Battery on two occasions two weeks apart. The skill battery was highly reliable (ICC = 0.84, 95% CI = 0.72–0.90) with individual skill reliability scores ranging from moderate (warrior I; ICC = 0.56) to high (tennis forehand; ICC = 0.82). Typical error (4.0; 95% CI 3.4–5.0) and proportional bias (r = −0.21, p = .323) were low. This study has provided preliminary evidence for the content validity and reliability of the Lifelong Physical Activity Skills Battery in an adolescent population.

Creating adaptive athletes: the athletic skills model for enhancing physical literacy as a foundation for expertise

The purpose of the current paper is to advocate that the athletic skills model (ASM) serves as a suitable framework to structure (developmental) movement programs to enhance physical literacy as a foundation for expertise. Taking the non-linear developmental trajectories into account (including the possibility to follow the linear developmental pathway), the ASM applies three “roads” to reach this goal, that is, the concentric approach, creating challenging environments, and exploiting transfer. Each of these separately or in combination with each other will increase the level of physical literacy, that is creating more functional variation leading to an increasement of possibilities for adaptation of those involved (athletes, PE teachers, and coaches). ASM seeks a life-long physical activity participation and to maintain a balance between performance, fitness and health for the recreational as well for the disable and able (elite) athlete.

Physical education teachers’ perceptions about the effectiveness and acceptability of strategies used to increase relevance and choice for students in physical education classes

ABSTRACTSchool physical education (PE) aims to develop students’ knowledge and skills for lifelong participation in physical activity (PA). Unfortunately, many PE teachers report that motivating students is a significant challenge. The purpose of this study was to explore PE teacher perceptions about the effectiveness and acceptability of three self-determination theory-based motivational strategies on students’ PA, motivation, and learning during PE lessons. Thirteen PE teachers from five schools in Western Sydney, Australia, participated in this study. We carried out semi-structured post-lesson interviews with PE teachers to gather information about the perceived effectiveness and acceptability of the three intervention strategies and whether these were sustainable teaching methods: (1) explaining relevance; (2) providing choice; and (3) complete free choice. Analysis of interview data revealed that teachers believed each strategy successfully enhanced student PA, enjoyment, motivation, and student learning. The findings also showed that our motivational teaching strategies were acceptable when embedded within certain PE contexts. Overall, the results have implications for future pre-service and in-service PE teaching practice.

“Deliberate Preparation” as an Evidence-Based Focus for Primary Physical Education

There is substantial scientific research suggesting the physical and psychological health benefits of a physically active lifestyle. Consequently, governments worldwide prioritize policies, finances, and resources in healthcare, education, and sports sectors to increase mass participation in physical activity. However, practices in physical activity promotion are often not underpinned by evidence-based standardization that is requisite in other domains of epidemiology. The aim of this article is to examine critically the available scientific research on promoting life-long physical activity participation and to propose an evidence-based model for implementation in school physical education. Reasons are discussed as to why programs that integrate physical, psychological, and behavioral skills have been long acknowledged in physical education and physical activity domains but remain lacking in empirical validation. Finally, future directions are suggested that are required to examine the application of this approach to practice in primary-level physical education.

University Students’ Attitudes Toward Physical Education Teaching

While there have been many studies into students’ attitudes toward Physical Education at the school level, far fewer studies have been conducted at the university level, especially in China. This study explored 949 students’ attitudes toward their university Physical Education experiences in four Chinese universities. An intercorrelated model of students’ attitudes toward Physical Education comprised of five dimensions, namely Physical Fitness, Self-Actualization and Social Development, Physical Education Curriculum, Physical Education Teachers, and Physical Education Teaching, was conceptually and empirically developed and tested using exploratory and confirmatory factor analysis. The overall findings suggested that the students had moderately positive attitudes toward Physical Education. More specifically, the findings indicated that students’ attitudes had a significantly positive moderate association with their current participation, a small association with their intended lifelong participation in physical activity outside school, and a significantly positive moderate association with their Physical Education academic achievement. Implications for Physical Education teacher training and curriculum modifications are discussed.

Training for Sustained Performance: Moving Toward Long-Term Musician Development

Success in the performing arts, like sports, is dependent upon the acquisition and consistent use of a diverse range of skills. In sports, an understanding of safe and effective use of the body is required to facilitate long-term involvement in that activity. In order to assist athletes to attain their performance goals, and ensure healthy and sustained involvement, long-term athlete development (LTAD) models have been devised and adapted by professional sporting bodies throughout the world. LTAD models emphasize the intellectual, emotional, and social development of the athlete, encourage long-term participation in physical activities, and enable participants to improve their overall health and well-being and increase their life-long participation in physical activity. At present there is no such long-term development model for musicians. Yet musicians must cope with a multitude of career-related physical and mental demands, and performance-related injuries and career burnout are rife within the profession. Despite this, musicians' training rarely addresses such issues and musicians are left largely to learn about them through either chance or accrued experience. This paper discusses key concepts and recommendations in LTAD models, together with music-specific research highlighting the need for the development of a comprehensive long-term approach to musicians' training. The results of a survey of existing music training programs are compared to recommendations and the different development stages in LTAD models. Finally, implementation science is introduced as a methodological option for identifying how best to communicate the body of evidence-based knowledge concerning healthy and effective music-making to young student musicians.

Monitoring activities of teenagers to comprehend their habits: study protocol for a mixed-methods cohort study.

BackgroundEfforts to increase physical activity in youth need to consider which activities are most likely to be sustained over time in order to promote lifelong participation in physical activity. The Monitoring Activities of Teenagers to Comprehend their Habits (MATCH) study is a prospective cohort study that uses quantitative and qualitative methods to develop new knowledge on the sustainability of specific physical activities.Methods/designEight hundred and forty-three grade 5 and 6 students recruited from 17 elementary schools in New Brunswick, Canada, are followed-up three times per year. At each survey cycle, participants complete self-report questionnaires in their classroom under the supervision of trained data collectors. A sub-sample of 24 physically active students is interviewed annually using a semi-structured interview protocol. Parents (or guardians) complete telephone administered questionnaires every two years, and a health and wellness school audit is completed for each school.DiscussionMATCH will provide a description of the patterns of participation in specific physical activities in youth, and enable identification of the determinants of maintenance, decline, and uptake of participation in each activity. These data will inform the development of interventions that take into account which activities are the most likely to be maintained and why activities are maintained or dropped.

Health Optimizing Physical Education (HOPE): A New Curriculum for School Programs—Part 1: Establishing the Need and Describing the Model

Comprehensive School Physical Activity Programs (CSPAP) are designed to provide expanded opportunities for physical activity beyond regularly scheduled physical education time-including before, during, and after school, as well as at home and in the community. While CSPAPs are gaining support, currently there are no models for designing, implementing, and assessing these programs. This two-part article presents a new CSPAP curriculum model called Health Optimizing Physical Education (HOPE) that can be used to help P–12 students acquire knowledge and skills for lifelong participation in physical activity. Part 1 discusses the need for the HOPE model, presents its theoretical foundation, and describes eight strands that could be included in such a comprehensive school program. Part 2, next issue, will discuss the knowledge base needed by teachers for conducting effective HOPE programs, offer some strategies for preparing and developing HOPE teachers, and identify some of the many other professionals that HOPE teachers must collaborate with to achieve the overall learning objectives.

Chronic disease risk among adults with cerebral palsy: the role of premature sarcopoenia, obesity and sedentary behaviour

Premature declines in function among adults with cerebral palsy (CP) are generally attributed to weakness, spasticity and orthopaedic abnormalities, as well as chronic pain and fatigue. Very little research or clinical attention has been devoted to the confluence and consequences of early muscle wasting and obesity as mediators of secondary comorbidity in this population, and perhaps more importantly, to the role of lifestyle to potentiate these outcomes. At present, there are no national surveillance programmes that monitor chronic health in adults with CP; however, mortality records have demonstrated a greater prevalence of coronary heart disease as compared with the general population. Although by definition, CP is a 'non-progressive' condition, secondary factors such as habitual sedentary behaviour, obesity, and premature sarcoepenia may increase the severity of functional impairment throughout adulthood, and lead to cardiometabolic disease, fragility and/or early mortality. Herein we describe the heightened health risk represented in adults with CP, and discuss the hallmark phenotypic features that coincide with ageing, obesity and cardiometabolic disorders. Moreover, we provide discussion regarding the protective role of habitual physical activity to stimulate anti-inflammatory pathways and to ameliorate global risk. Although physical therapeutic modalities are already widely acknowledged as a vital component to improve movement quality in CP, the purpose of this review was to present a compelling case for the value of lifelong physical activity participation for both function and cardiometabolic health preservation.

Attitudes of High School Students toward Physical Education and Their Sport Activity Preferences

Problem statement: Identifying and understanding correlates of school children’s physical education activity participation are critical to promoting current and lifelong physical activity participation of children. Among other factors, children’s attitudes are considered to be a key element influencing physical activity participation. Children who have more positive attitudes toward physical activity are reported to be more likely to participate in physical activity outside of school and demonstrate higher physical activity amounts than those with less positive attitudes. Fostering children’s positive attitudes toward physical activity would be conducive to the promotion of current and lifelong physical activity participation of children. Aims at to examine high school students’ attitudes toward Physical Education Activity (ATPEA) and their sports activities preferences. Approach: Participants were 1,317 students in grades 9-12th (603 boys and 714 girls) from five urban public school districts. The Physical Education Activity Attitude Scale (PEAAS) adapted version was employed for data collection. One-way ANOVA revealed that the five highest scores were Items 2, 16, 11, 18 and 5 on the PEAAS. Results: The overall mean score (70.160±3.948) indicated positive ATPEA for the participants. The independent group ANOVAs identified significant (p<0.01) differences in ATPEA scores with respect to participants’ gender, ethnic group and Socio-Economic Status (SES). Girls scored higher than boys in Items 2, 13 and 15. Caucasian students scored higher than other four ethnic groups in Items 8 and 10. Students with middle SES scored higher than students with low and high SES in Item 2. Conclusion: The current ATPEA status of the participants appears to be positive. There are some crucial factors that structure the participants’ ATPEA. These factors are related to students’ perception, benefit, care and value about physical education programs and sports activities.

Physical education, youth sport and lifelong participation: the importance of early learning experiences

The PESSCLS strategy for physical education and youth sport in England has received an unprecedented level of funding from the Blair government during its term in office. In this article, it is proposed that there are structural problems with the delivery of physical education and school sport in England that the PESSCLS strategy and associated policies such as Game Plan may not have accounted for. It is argued these problems become evident through a review of research on the importance of early learning experiences for lifelong participation in physical activity. In addition, the impact of perceptions of competency on young people's motivation to participate is discussed, prior to exploring the influence of gender, socio-economic status and sociodemographic factors on participation. Further evidence is reviewed that suggests secondary school physical education programmes have in their traditional form been ineffective in promoting lifelong physical activities. The article concludes with the identification of some alternatives to the traditional approach to PE and youth sport that could enrich some of the PESSCLS initiatives.

Young people and lifelong participation in sport and physical activity: a sociological perspective on contemporary physical education programmes in England and Wales

Notwithstanding the apparent consensus in the UK over the last half a century that the ‘key goal’ of physical education (PE) is to prepare young people for lifelong participation in physical activity (Kirk, 2002), it is evident that the types of PE programmes and activities viewed as most likely to achieve this outcome remain a highly contentious issue. Grounded in sociological work on the ‘new condition’ of youth (Roberts, 1999), alongside data from various participation surveys in England and Wales, this paper responds to what is seen as the alleged failure of multi‐activity, sport‐based PE programmes to facilitate lifelong participation in sport and physical activity. It is argued that when developments in PE curricula in England and Wales are considered alongside trends in participation among young people, it is apparent that participation in sport and physical activity has become part of present‐day youth cultures. This may well be due, at least in part, to the ways in which multi‐activity PE programmes have facilitated the development of wide sporting repertoires among young people, by introducing them to a broad range of sports as well as ‘lifestyle activities’.