Number Of Physical Education Classes Research Articles

A multivariate multilevel approach to unravel the associations between individual and school factors on children's motor performance in the REACT project.

The aim was to (1) estimate the relationship between physical fitness (PF) and object control fundamental movement skills (FMS), (2) identify child characteristics that relate with PF and FMS, and (3) examine associations between the school environment, PF, and FMS. The sample included 1014 Portuguese children aged 6-10 years from the REACT project. PF was assessed via running speed, shuttle run, standing long jump, handgrip, and the PACER test. Object control FMS were assessed with stationary dribble, kick, catch, overhand throw, and underhand roll. Test performances were transformed into z-scores, and their sum was expressed as overall PF and FMS. Child-level variables included body mass index (BMI) z-scores, accelerometer-measured sedentary time and moderate-to-vigorous physical activity, and socioeconomic status (SES). School size, physical education classes, practice areas, and equipment were also assessed. Approximately, 90% of the variance in object control PF and FMS was at the child level, and 10% at the school level. The correlation between PF and object control FMS was .62, which declined to .43 with the inclusion of covariates. Older, more active, and higher SES children had higher object control PF and FMS, and boys outperformed girls. BMI was negatively associated with PF but not with object control FMS. Sedentary time and number of physical education classes were not significant predictors. Most school predictors did not jointly associate with PF and object control FMS. PF and object control FMS z-scores were moderately related. Not all child characteristics were associated with both PF and object control FMS, and their effect sizes were different. School characteristics only explained 10% of the total variation in PF and object control FMS.

Relationship of the number of days of participation in school physical education classes in a week with body mass index, number of hospital treatments for school violence, and mental health status among Korean male adolescents

School sports activities may help address obesity, school violence and mental health issues, which can be considered the biggest issues related to adolescents. However, previous research has not examined the relationship between participation in school physical education classes and obesity, school violence and mental health among adolescents by focusing on the number of days adolescents participate in school physical education classes. Therefore, this study investigated the association of the number of days of participation in physical education classes in a week with body mass index, number of hospital treatments for school violence, and mental health status among Korean male adolescents. Data of 25,749 male Korean adolescents were collected from the 2022 Korea Youth Risk Behavior Survey. Data collected were analyzed using frequency analyses, chi-square analyses and multivariate logistic regression analyses. The results showed that the more Korean male adolescents participate in physical education classes in a week, the more likely they are to become healthy, overweight and obese. The more they participate in physical education classes in a week, the less often they are treated in hospitals for school violence. The more they participate in school physical education classes in a week, the less likely they are to experience suicidal ideation but more likely to feel lonely. Overall, increasing the number of physical education classes can help solve adolescents’ health problems, but they must participate actively and voluntarily in the classes. Efforts must be made to increase their active and voluntary participation.

Health Risk Behaviors Affecting Internet Usage in Adolescents: Evidence from the 2018 Korea Youth Risk Behavior Web-Based Survey.

Background:The purpose of this cross-sectional study was to assess the effects of health risk behaviors on the daily Internet usage of Korean high school students.Methods:The data of 19,830 high school students who responded to the Korea Youth Risk Behavior Web-based Survey were analyzed from June to July 2018.Results:The mean daily Internet usage of high school students was 193.3±125.7 minutes. There were differences in daily Internet usage according to body mass index, grade level, school type, academic achievement, economic status, physical activity, number of physical education classes attended, safety accidents, and safety education (p<.05). Daily Internet usage also differed according to health risk behaviors, including smoking (t=8.32), alcohol consumption (t=9.36), drug use (t=4.51), and risky sexual behaviors (t=5.94). The daily Internet usage of students significantly increased in the absence of physical activity and with health risk behaviors such as smoking, alcohol consumption, drug use, and risky sexual behaviors.Conclusion:It is necessary to develop an intervention program and provide education on increasing physical activity and reducing health risk behaviors for the proper management of health and Internet usage in adolescents.

PRIORITIES IN THE CHOICE OF PHYSICAL AND RECREATION ACTIVITIES OF THE 2ND YEAR STUDENTS OF THE SPECIALTY “PHYSICAL THERAPY, ERGOTHERAPY”

Recent research shows that the state of students’ health worsens and their physical activity is insufficient. The reasons for this phenomenon are various: constant increase in academic workload, insufficient number of Physical Education classes included in the curriculum, high cost of modern fitness services, etc. In addition, the traditional form of Physical Education lessons does not contribute to the students’ growth of interest in the process of physical culture and health activities, which involves the acquisition of an appropriate set of knowledge, skills and abilities. The lack of scientific papers dedicated to the comparison of students’ priorities in the choice of physical and recreation activities, in particular, those of medical students, stipulated the choice of the theme and aim of the given research – to determine the priorities of 4th year students majoring in “Physical Therapy, Ergotherapy” in their choice of physical and health recreation activities and popular sports. The survey was conducted in the form of a questionnaire. Students were supposed to give a single answer to a question. The survey was conducted in October in 2020–2021 academic year at I. Horbachevsky Ternopil National Medical University. The survey encompassed 46 4th year Ukrainian students of medical faculty, specialty “Physical Therapy, Ergotherapy”. In the course of our research we used the following methods: analysis of scientific and methodological literature, pedagogical observation, interviews, questionnaires, methods of mathematical statistics. The analysis of students’ answers allowed to single out certain tendencies and characteristic features of their sports interests. The study concluded that to improve the process of students’ physical education their interests should be taken into account, in particular through the introduction of the course “Health and Rehabilitation Swimming” for the 3rd year students of the specialty “Physical Therapy, Ergotherapy”.

DETERMINATION OF SENIOR PRESCHOOLERS' LEVEL OF THE COGNITIVE COMPONENT OF PERSONAL PHYSICAL CULTURE

Physical education is the main objective of physical education in preschool educational institutions of the Republic of Belarus. This is an integral part of the successful improvement of a diversified personality, both in the field of physical culture and in the connection with other areas of life. In this regard, the issue of increasing the level of formation of physical education knowledge, an integral part of the cognitive component of personal physical education, is currently very relevant in the education system at all its levels. The modern system of preschool and general secondary education in the field of physical education is aimed at creating knowledge and ideas about physical culture among pupils as a part of the general human culture, revealing and developing child’s physical abilities and, in general, increasing pupils’ interest in sports. Currently, new views and theoretical and methodological approaches to the problem of physical education of preschoolers are emerging. Many experts in this field believe that it is possible to form an interest in physical culture in special conditions of kindergarten or out-of-school visits to sports sections. Other researchers see a solution to this problem in increasing the number of physical education classes or in educating the physical culture of the individual in a home environment. However, there is no generally accepted position in this regard. Purpose: to determine the physical needs, motives and values for physical culture of elementary schoolchildren attending day-care centers. Materials and methods: the organization of the study is represented by conducting a diagnostic questionnaire through test tasks developed by the authors, compiled taking into account the age characteristics of older preschool children on the basis of the Preschool Center for the Development of a Child in Chechersk. Results: the results of the study revealed the general level of formation of the cognitive component of personal physical education of older preschool children, as well as the most learned types of five basic physical education knowledge in boys and girls of preschool age: about physical exercise, health, personal hygiene, physical opportunities, the Olympic movement. Girls were found to have a higher overall level of physical education than boys in testing physical capabilities and the Olympic knowledge. Conclusion: without a balanced system of physical education knowledge a child cannot be an active and interested participant in physical education. Therefore, in order to solve this problem, it is very important for a teacher to understand not only the structure and content of this most important component of personal physical culture, to know the mechanisms for its formation, but also to possess the method of its diagnosis. Keywords: cognitive component; senior preschoolers; physical education knowledge; personal physical education; physical culture of the individual; physical education environment; physical education thinking.

Does school physical education really contribute to accelerometer-measured daily physical activity and non sedentary behaviour in high school students?

ABSTRACTPhysical education has been highlighted as an important environment for physical activity promotion, however, to our knowledge there are no previous studies examining the contribution of physical education to daily accelerometer-measured physical activity and non sedentary behaviour. The purpose was to compare the accelerometer-measured physical activity and sedentary behaviour between physical education, non-physical education and weekend days in adolescents. Of the 394 students from a Spanish high school that were invited to participate, 158 students (83 boys and 75 girls) aged 13–16 years were analyzed (wear time ≥ 600 min). Participants’ physical activity and sedentary behaviour were objectively-measured by GT3X+ accelerometers during physical education (one session), non-physical education and weekend days. Results indicated that overall adolescents had statistically significant greater physical activity levels and lower values of sedentary behaviour on physical education days than on non-physical education and weekend days (e.g., moderate-to-vigorous physical activity = 71, 54 and 57 min; sedentary = 710, 740 and 723 min) (p < 0.05). Physical education contributes significantly to reducing students’ daily physical inactivity and sedentary behaviour. Increasing the number of physical education classes seems to be an effective strategy to reduce the high current prevalence of physical inactivity and sedentary behaviour in adolescence.

A comparative study regarding secondary school students’ satisfaction degree regarding the physical education class in Romanian and in Turkey

In order for physical education classes in school to achieve their goals in the training and development of pupils, they must participate with pleasure, convinced that physical exercise helps them maintain an optimal state of health, a harmonious physical and personality development. For these reasons, it is important to know how students appreciate the physical education classes, how attractive they are to them, and what are their views on how to improve teaching techniques. The survey was conducted during school year 2015-2016, in November for the school from Turkey, on a number of 100 respondents and in March, for the schools from Romania, on a number of 94 respondents. The self-designed questionnaire represents the most widely used method in quantitative sociological research. The self-designed questionnaire contained a total of 10 questions that followed: In the first 4 questions, it was followed the pupils’ opinion regarding the number of physical education classes in the school curriculum, the degree of satisfaction with the physical education classes in school, and the benefits that physical activity is believed to have. Questions 5-7 aimed at the rewards or sanctions received in the physical education class and the conflicts that may arise in the relationship between teacher and student. In both countries, physical education and sport require knowledge of all aspects associated with physical exercise, students’ willingness to exercise and practise a sport, the desire to engage in physical exercises and their awareness of the influence that physical education has on their health.

Prevalence of physical activity among adolescents in southern Brazil

ObjetiveThe aim of this study was to estimate the prevalence of low physical activity levels and to identify related factors (sociodemographic, lifestyle and body weight status) in adolescents. MethodsThe study included 1103 students aged 14–19 years from city of São José/SC, Brazil. Physical activity was assessed using a questionnaire that classified adolescents into those who meet recommendations and those who do not meet recommendations. Independent variables were gender, age, monthly household income, maternal education, balanced diet, number of physical education classes, sleep/day, tobacco use, excessive alcohol use, screen time and weight status. Binary logistic regression was used to estimate odds ratios and 95% confidence intervals. ResultsPrevalence of inadequate levels of physical activity was 77.2%. Older students and those with lower monthly family income were more likely to have inadequate levels of physical activity. Female adolescents and older students were more likely to be sufficiently active compared to male and younger adolescents. Adolescents who sleep more hours/day were more likely to be insufficiently active. ConclusionEfforts to increase levels of physical activity should be focused on older adolescents and those with lower monthly family income.

Comparison of moderate-to-vigorous physical activity levels between physical education, school recess and after-school time in secondary school students:

Regular physical activity is an important factor of health in youth. Unfortunately, in Chile 85% of adolescents do not achieve the 60 min daily recommendation of moderate-to-vigorous physical activity. Physical education, school recess and after-school time are considered crucial environments for adolescents to meet the recommended moderate-to-vigorous physical activity levels. This study compared the moderateto-vigorous physical activity levels between physical education, school recess and after-school time in Chilean secondary school students, and examined the influence of gender and weight status. A hundred and fifty-six Chilean secondary school students (finally 89 participants were included), aged 13-14 years, were monitored by objective measures of moderate-to-vigorous physical activity during physical education, school recess and after-school time. Results indicated statistically significant differences in moderate-to-vigorous physical activity between contexts (total minutes: After-school time&amp;gt;physical education&amp;gt;school recess; percentage: Physical education&amp;gt;after-school time=school recess, p&amp;lt;.001) as well as a gender-related influence (boys&amp;gt;girls, p&amp;lt;.05). Policy-makers are encouraged to increase the number of physical education classes and teachers to ensure that more physical education class time is spent in moderate-to-vigorous physical activity, especially among girls. The increase in students’ moderate-to-vigorous physical activity levels during school recess and after-school time should also be promoted.

The Improvement of Strength in Mentally Disabled Pupils through the Use of Differentiated Instruction in the Physical Education Lesson

In our country, on account of numerous community schools, scarce number of physical education classes per week, the diminished time assigned to each lesson and precarious material basis, the method of differentiated instruction is not frequently used in the educational training process. However, special education through a very scarce number of pupils listed in a class makes from the differentiated instruction a basis for guiding the activity within the physical education lessons.Another important aspect of differentiated instruction constitutes the adaptability to the pupils ‘peculiar characteristics. Therefore our interest heads towards the physical education efficiency process by means of this method which harness the pupils motor skills capacity by developing the educational braining process by gender and value groups constituted in accordance with the biometric potential specific each pupil.The experimental study aimed at improving the motor quality strength through the application of some differentiated operational modules, elaborated after the initial evaluation from the training periods.

A Multilevel Examination of School and Student Characteristics Associated With Moderate and High Levels of Physical Activity Among Elementary School Students (Ontario, Canada)

Schools represent an important environment for physical activity (PA) promotion among youth. Schools can promote PA through policies and programs but our understanding of how these school characteristics associate with student PA levels is largely unknown. Developing this understanding is critical for implementing new prevention interventions. The aim of this study was to identify the school- and student-related characteristics associated with moderate and high levels of PA in a sample of Ontario elementary schools. Using multi-level logistic regression analyses, we explored the school- and student-level characteristics associated with being moderately and highly active using data collected from administrators and from students in grades 5 to 8 at 30 elementary schools in Ontario. Students' PA levels, sex, grade, and the number of physical education classes per week were linked to school environment data--specifically, a school's chosen implementation model for daily physical activity and whether it offers intramural and interschool PA programming. Findings indicate that there was significant between-school variation for being moderately and highly active. Students were less likely to be moderately or highly active if they attended a school offering interschool PA programming. An important student characteristic positively associated with student PA levels included participating in at least two physical education classes per week. The residual differences in PA by school suggest that school-level characteristics facilitate higher levels of student PA beyond individual-level factors. Although most variation in student PA lies between students within schools, there is sufficient between-school variation to be of interest to practitioners and policy-makers.

Educando para mejorar el estado de forma física, estudio EDUFIT: antecedentes, diseño, metodología y análisis del abandono/adhesión al estudio

Physical fitness is a powerful marker of cardiovascular health already at early stages in life. To promote physical fitness enhancement from the school is therefore needed. The present study describes a school intervention program specifically designed for these purposes, called EDUFIT (EDUcation for FITness). The study was carried out in 2007 and comprised 67 adolescents aged 13+/-1 years from a secondary school who belonged to three different classes. The classes were randomly allocated to control group (CG), experimental group 1 (EG1) and experimental group 2 (EG2). The CG was involved in 2 physical education sessions/week, the EG1 was involved in 4 physical education sessions/week (volume increased) and the EG2 was involved in 4 physical education sessions/week of high intensity (volume+intensity increased). Several health parameters were assessed before and after a 16-weeks intervention: physical fitness, body composition, lipid-metabolic profile, ventilatory parameters, blood pressure, and cognitive and academic performance. The intervention was feasible and well-tolerated. There were high participation and adherence rates, i.e. 96% (n=67) and 84% (n=56) respectively. Yet not always significant (0,1>P>0,05), we observed that the adolescents who satisfactory complete the program showed better cognitive and academic performance, and worse levels of adiposity, diastolic tension, handgrip strength and maximal expiratory pressure. The hypothesis of the EDUFIT study is that to double the number of physical education classes will improve physical fitness in adolescents. The confirmation of the hypothesis could have important public health implications.

Young Children’s Intuitive Interest in Physical Activity: Personal, School, and Home Factors

Background:A physically active or inactive lifestyle begins with intuitive interest at a very young age. This study examined the impact of selected personal, school, and home variables on young children’s intuitive interests in physical and sedentary activities.Methods:National data from the Early Childhood Longitudinal Study (US Department of Education) were examined using Cohen’s d, hierarchical log-linear analyses, and logistic regression.Results:Children’s interest in physical activity is accounted for fractionally by personal variables, but substantially by school and home variables including number of physical education classes per week, teacher experiences of teaching PE, and neighborhood safety.Conclusion:School and home environment variables have stronger impact than personal variables on children’s intuitive interest in physical activity. Future interventions should focus on strengthening school physical education and providing a safe home environment to help nurture young children’s intuitive interest in physical activity.

A Descriptive Profile of Physical Education Teachers and Related Program Characteristics in Alberta

A survey of teachers and principals in Alberta was conducted to gain a descriptive profile of who is leaching physical education (PE) and to assess the relationship between PE specialists and variables associated with program delivery. A probability-sampling procedure was used to obtain a representative sample of schools. In these schools nonprobability procedures were used to recruit teachers. A total of'480 teachers' and 162 principals' questionnaires were returned. Although 50% (n=236) of PE teachers in the sample were classified as PE specialists (i.e., had either a degree, major or minor, in PE or a closely related area), there was a significant gap in the number of PE classes being taught by division. Of the 1,219 PE classes surveyed in this study, PE specialists taught 49% and 55% of classes at the elementary levels (Divisions I & 11) compared with 91% of junior high (Division III) and 90% of secondary (Division TV) PE classes. Significant differences were found between PE specialists and non-PE specialists on a number of items including perceptions of preparedness, teaching enjoyment and competence to teach PE, the number of PE specialists across grade levels, and the percentage of time devoted to PE in the timetable. Implications with respect to implementing PE specialists across all grades and the need for future pedagogical research to investigate the effect of PE specialists are also discussed.