Participation In Physical Education Classes Research Articles

Association between physical activity, participation in Physical Education classes, and social isolation in adolescents

ObjectiveTo analyze the association between physical activity, participation in Physical Education classes, and indicators of social isolation among adolescents. MethodsThis was an epidemiological study based on secondary analysis of data from a representative sample of students (14–19 years) from public high schools (n=4,207). Data were collected through the questionnaire Global School-based Student Health Survey. The independent variables were the level of physical activity and enrollment in Physical Education classes, while the dependent variables were two indicators of social isolation (feeling of loneliness and having few friends). Descriptive and inferential procedures were used in the statistical analysis. ResultsMost of the adolescents were classified as insufficiently active (65.1%) and reported not attending Physical Education classes (64.9%). Approximately two in each ten participants reported feeling of loneliness (15.8%) and, in addition, about one in each five adolescents reported have only one friend (19.5%). In the bivariate analysis, a significantly lower proportion of individuals reporting social isolation was observed among adolescents who referred higher enrollment in Physical Education classes. After adjustment for confounding variables, binary logistic regression showed that attending Physical Education classes was identified as a protective factor in relation to the indicator of social isolation ‘having few friends,’ but only for girls. ConclusionsIt was concluded that participation in Physical Education classes is associated with reduced social isolation among female adolescents.

The Role of School Environment in Physical Activity among Brazilian Adolescents.

ObjectiveTo analyze the association of physical activity facilities and extracurricular sports activities in schools with physical activity among adolescents.Methodology/Principal FindingsWe used data collected for the National Survey of School Health in 2012. The national representative sample comprised 109,104 Brazilian students from 2,842 schools. We calculated the prevalence of participation in physical education classes, leisure-time physical activity, and total physical activity level. We also evaluated the following physical activity facilities: sports courts, running/athletics tracks, schoolyard with teacher-directed physical activities, swimming pools, locker rooms; and the offer of extracurricular sports activities. Schools with at least one physical activity facility had increased odds of participation in physical education (OR 1.59; 95% CI 1.20 to 2.10). However, in order to increase leisure-time physical activity (OR1.14; 95% CI 1.03 to 1.26) and total physical activity level (OR 1.15; 95% CI 1.06 to 1.24) at least four and two facilities, respectively, were necessary. Extracurricular sports activities in schools were positively associated with leisure-time physical activity and physical activity level. The number of sports courts and swimming pool in a school were associated with participation in physical education classes. Availability of sports courts, running/athletics tracks, and swimming pool in schools were associated with leisure-time physical activity. Total physical activity was associated with schools with sports courts, schoolyard with teacher-directed physical activities, and swimming pool.ConclusionsSchool-level characteristics have important potential to increase the possibility of engagement in physical activity in and out of school, and therefore have a fundamental role in promoting these practices.

The Effects of Physical Education Course on Mental Health of Students in Bu-Ali Sina University, Hamedan-Iran

IntroductionMental disorders are a major cause of morbidity and disability in the worldand can reduce the success and academic achievement. Experts believe that exercise can be used as a means to achieve favorable mental status. The aim of this study was to investigate the effect of physical education course (I) on mental health of Bu-Ali Sina University students, Hamadan.MethodologyIn this descriptive study, 108 students of Bu-Ali Sina University, were randomly selected as research sample. Data collection tool was the 28-item standard questionnaire of Mental Health of Goldberg (GHQ-28) with 0. 89 reliability. To determine the suspected cases of mental disorders, cutoff point 23 has been used. Data were analyzed using descriptive and inferential statistics (Pair t-tests) at the significance level 0.05.ResultsThe findings showed that the average pretest score of students` mental health was 21.86 ± 8.96 and the average post-test score was 22.55 ± 10.83. 40.7 percent of participants were suspected to have mental disorders before participation in physical education classes (score above 23) and decreased to 37% after the end of the semester, the dependent t-test results showed no significant difference between students` mental health before and after the general physical education (p> 0.05). The post-test results showed that depressive symptoms were significantly increased (p>0.05; 2.81 ± 5.64).Conclusion

Agreement between two cutoff points for physical activity and associated factors in young individuals

ObjectiveTo analyze the agreement between two cutoff points for physical activity (300 and 420 minutes/week) and associated factors in youth. MethodsThe study enrolled 738 adolescents of Londrina city, Paraná, Southern Brazil. The following variables were collected by a self report questionnaire: presence of moderate to vigorous physical activity, gender, age, father and mother education level, with whom the adolescent lives, number of siblings, physical activity perception, participation in Physical Education classes, facilities available to physical activity practice and sedentary behavior. Prevalence of physical activity between criterions were compared using McNemar test and the agreement was analysed by Kappa index. Multivariate analysis was performed using Poisson regression with robust variance adjustment was applied. Results: The prevalence for physical activity was significantly different: 22,3% for 300 minutes/week and 12,8% for 420 minutes/week (p<0,05), but the agreement was strong (k=0,82, p<0,001). The variables gender, father education, physical activity perception and sedentary behavior were associated to physical activity in both analyzed criteria. Participation in Physical Education class and facilities available to physical activity practice were associated to physical activity only with 300 minutes/week cutoff point. ConclusionCaution is suggested regarding cutoffs use for physical activity in epidemiological studies, considering they can result in differences in prevalence of physical activity and its associated factors.

Concordância entre dois pontos de corte para atividade física e fatores associados em jovens

ObjectiveTo analyze the agreement between two cutoff points for physical activity (300 and 420 minutes/week) and associated factors in youth. MethodsThe study enrolled 738 adolescents of Londrina city, Paraná, Southern Brazil. The following variables were collected by a self report questionnaire: presence of moderate to vigorous physical activity, gender, age, father and mother education level, with whom the adolescent lives, number of siblings, physical activity perception, participation in Physical Education classes, facilities available to physical activity practice and sedentary behavior. Prevalence of physical activity between criterions were compared using McNemar test and the agreement was analysed by Kappa index. Multivariate analysis was performed using Poisson regression with robust variance adjustment was applied. ResultsThe prevalence for physical activity was significantly different: 22,3% for 300 minutes/week and 12,8% for 420 minutes/week (p<0,05), but the agreement was strong (k=0,82, p<0,001). The variables gender, father education, physical activity perception and sedentary behavior were associated to physical activity in both analyzed criteria. Participation in Physical Education class and facilities available to physical activity practice were associated to physical activity only with 300 minutes/week cutoff point. ConclusionCaution is suggested regarding cutoffs use for physical activity in epidemiological studies, considering they can result in differences in prevalence of physical activity and its associated factors.

Evaluation of West Virginia's Healthy Lifestyles Act Physical Education Component Using the YRBSS.

Public health researchers have demonstrated the potential for significant gains in physical activity through public policy. West Virginia passed House Bill 2816, known as the Healthy Lifestyles Act in 2005. This Act amended the code on the requirements of physical education and physical fitness in schools, creating minimum physical education requirements at each grade level. The goal of this policy evaluation was to identify if, 5 years postimplementation, students have increased physical education in schools. Data from the 2003, 2005, 2007, 2009, and 2011 Youth Risk Behavior Surveillance System surveys were used to examine the time trend of weekly PE participation in WV Schools. There have been no significant changes in participation in physical education classes since before the implementation of the HLA. Simple policy changes by themselves may not effectively create change in physical activity environments, as policy is moderated by strength of language, implementation, and enforcement. Further studies are needed to determine why the HLA has not been successful in increasing physical activity of youth and what changes to the standards and mandates, ways implementation in schools could be improved, and/or the enforcement of these standards are needed for such policies to be successful.

Mudanças nas condutas de saúde e o seu efeito na insatisfação com peso corporal em adolescentes

The aim of the present study was to establish whether changes in health-related behaviors are associated with changes in the satisfaction/dissatisfaction with body weight in youths. It was a prospective study that performed a secondary analysis of data from Project Saude na Boa, which included youths attending night classes in secondary public schools in Recife in the state of Pernambuco and Florianopolis in the state of Santa Catarina. Data on the youths' body type (thinness or excess weight) and degree of satisfaction/dissatisfaction with body weight and lifestyle (level of physical activity, participation in physical education classes, sedentary behavior and snacks, soda and alcohol intake) were collected at 10 schools from each town (five in the intervention group and five in the control group). The percentages of youths dissatisfied with their body weight were 50.5% and 48.6% at baseline and after intervention, respectively. The percentage of youths with body dissatisfaction due to thinness decreased (21.4% vs. 16.5%), while the percentage of youths with body dissatisfaction due to excess weight increased (29.1% vs. 32.1%). Approximately 41.2% of the youths with body dissatisfaction due to thinness and 18.3% of those dissatisfied due to excess weight became satisfied with their body weight after intervention. The intervention targeting health-related behaviors induced changes in the youths' degree of satisfaction with their body weight.

The contributing role of physical education in youth’s daily physical activity and sedentary behavior

BackgroundSchool physical education (PE) is considered as an effective channel for youth to accumulate moderate-to-vigorous physical activity (MVPA) and reduce sedentary time. The purpose of this study was to determine the contributing role of PE in daily MVPA and sedentary time among youth.MethodsThe study recruited 67 sixth grade children (29 boys; Mean age = 11.75) from two suburban schools at a U.S. Midwest state, 48 of whom contributed ≥10 hours of physical activity (PA) data per day were included for analysis. An objective monitoring tool (i.e., Sensewear armband monitor) was used to capture the participants’ MVPA and sedentary time for 7–14 days. Pearson product–moment correlation analysis (r), multi-level regression analyses, and analysis of variance were conducted for data analysis.ResultsMVPA and sedentary time in PE showed significant positive associations with daily MVPA and sedentary time, respectively (r = 0.35, p < 0.01; r = 0.55, p < 0.01). Regression analyses revealed that one minute increase in MVPA and sedentary behavior in PE was associated with 2.04 minutes and 5.30 minutes increases in daily MVPA and sedentary behavior, respectively, after controlling for sex and BMI. The participants demonstrated a significantly higher level of MVPA (p = .05) but similar sedentary time (p = 0.61) on PE days than on non-PE days. Boys had significantly more daily MVPA (p < .01) and less sedentary time (p < .01) than girls; while higher BMI was associated with more sedentary time (p < .01).ConclusionsPE displayed a positive contribution to increasing daily MVPA and decreasing daily sedentary time among youth. Active participation in PE classes increases the chance to be more active and less sedentary beyond PE among youth.

Educational effects of vocational sport subjects in physical education teaching

The aim of this study was to examine and determine the effects of vocational subjects (football, basketball, handball, volleyball) on the development of motor skills, to determine motivation for active participation in physical education classes and in the vocational subject 'Sports for Athletes', as well as pupils' attitudes toward the previously named vocational subject. Furthermore, this study examines the growth and development of morphological characteristics of pupils in final grade of nine-year elementary school. The basic hypothesis (Hg) that served as the baseline for research is as follows: Hg - There will not be statistically important differences in motor skills, motivation, and in anthropometric characteristics as a result of different experimental treatments, among the groups of pupils (both girls and boys) encompassed by the experiment. The study was of a longitudinally experimental nature, where the experimental method was used as the basic one, and the statistical method was used as an auxiliary one. Research was conducted in elementary schools in Danilovgrad, for a period of one academic year. The study sample consisted of 218 pupils (105 girls and 113 boys), aged 14 years, divided into five groups (four experimental and one control group). Experimental groups consisted of pupils who have attended, apart from the regular physical education classes, classes of vocational subject 'Sports for Athletes', i.e. a particular sport as a vocational subject (basketball, football, handball, volleyball) chosen by themselves. The control group consisted of pupils who have attended regular physical education classes but they have not chosen sports as vocational subject but another one. The effects of the control and experimental treatment were assessed using the following variables: five variables to measure anthropometric characteristics, eight variables to assess motor skills, as well as variables for assessing the motivation of students and their attitudes towards physical education classes and sport for sportsmen (examined only once during the study). The acquired data were analyzed and processed using the descriptive statistical methods, tests, and univariantne analysis of variance. Following the conducted research, and based on analysis of achieved results, the following general conclusion can be generated: physical education classes and teaching the vocational subjects in field of physical education do not have a statistically significant impact on the anthropometric characteristics of both girls and boys, while the impact on development of motor skills is evident and noticeable, but not to the expected extent.

Influence of School Beverage Environment on the Association of Beverage Consumption With Physical Education Participation Among US Adolescents

We examined the association of adolescents' beverage consumption with physical activity and studied how their school beverage environment influences the association. We used nationally representative data from the 2007 Early Childhood Longitudinal Study-Kindergarten Cohort (n = 8850). We examined nonlinear associations of eighth graders' self-report of beverage consumption (milk, 100% juices, soft drinks) with moderate to vigorous physical activity and physical education (PE) participation using piecewise linear regression models. We found a nonlinear association of participation in PE class with beverage consumption, especially in schools with vending machines and those selling soft drinks. For students participating in PE less than 3 days per week, beverage consumption was not significantly associated with participation in PE class frequency. For students participating in PE 3 to 5 days per week, 1 more day of participation in PE class was associated with 0.43 (SE = 0.14; P = .002) more times per week of soft drink consumption and 0.41 (SE = 0.17; P = .021) fewer glasses per week of milk consumption. The more soft drink and less milk consumption related to high participation in PE class might be prevented by improving the beverage environment in schools. Systematic environmental interventions are needed to prevent such potential unintended consequences of promoting physical activity.

체육교사의 변혁적 리더십이 학생들의 신뢰와 수업만족에 미치는 영향

The purpose of this study was to provide basic data needed for analyzing the factors needed for students' positive participation in physical education class and developing the leadership skills needed for effective class guidance by analyzing what relationship there exists between a physical education teacher-exercised transformational leadership and students' trust in physical education teachers and class satisfaction; thus, this study drew the conclusions as follows: First, in the relations between a physical education teacher-exercised transformational leadership and students' trust, it was found that a physical education teacher's charisma and intellectual stimulus had a positive influence on high school students. Second, it was found that a physical education teacher's charisma and individual consideration had a positive influence on a physical education teacher-exercised transformational leadership and the subordinate factor in class satisfaction-a sense of accomplishment while individual consideration and intellectual stimulus were found to have a positive influence on evaluation. Third, as for the trust in a physical education teacher and class satisfaction, the trust was found to have a positive influence on both a sense of accomplishment and evaluation.

Effects of Detraining on Fitness Performance in 7-Year-Old Children

The purpose of this study was to examine the effects of detraining on fitness performance in 7-year-old children after 8 weeks of muscular fitness training, which took place during the first 15 minutes of regularly scheduled physical education (PE) class. Children from 2 PE classes were cluster randomized into either an exercise group (n = 20) or a standard PE control group (n = 19). Performance on the long jump, single-leg hop, curl-up, and balance test was assessed at baseline, after training, and after an 8-week detraining period. A significant interaction of group by time after training was observed in the exercise group with improvements noted in abdominal curl-up and single-leg hop performance (p < 0.05). After detraining, the exercise group maintained training-induced gains on the curl-up (group mean [95% confidence interval] posttraining of 27.9 [21.2-34.5] to detraining 27.3 [21.1-33.6] repetitions; p < 0.05) and single-leg hop (posttraining 79.8 [73.2-86.4] to detraining 79.7 [73.0-86.5] cm; p < 0.05). Conversely, long jump (posttraining 113.8 [108.2-119.5] to detraining 110 [102.6-117.5] cm; p < 0.05) regressed toward baseline values in both groups. After detraining, balance performance (1.5 [1.3-1.7] seconds) regressed relative to baseline (2.0 [1.7-2.4] seconds) and posttraining (2.0 [1.8-2.4] seconds; p < 0.05). These findings indicate that the phenomenon of detraining in children is complex and characterized by different adaptations and regressions in strength, power, and balance. Regular participation in fitness activities during PE may be needed to enhance and maintain performance in all measures of muscular fitness in 7-year-old children.

Physical Activity During School in Urban Minority Kindergarten and First-Grade Students

To determine if physical activity (PA) during the school day varied by school, grade level, gender, weight status, and physical education (PE) and recess participation among urban kindergarten and first-grade students. Cross-sectional study at 4 Bronx, NY, schools. Student PA was measured by a Yamax Digi-Walker pedometer, an objective and validated measure of PA in children. Each student wore a sealed pedometer during school for 5 consecutive days. Hierarchical models were fit to identify variables predictive of PA. A total of 916 had valid pedometer data (53% male, 70% Hispanic, mean age 5.98 years [SD 0.66], 45% overweight). PA varied by school (P < .0001). First-grade students took a significantly greater mean number of steps during school than kindergarten students. Overall, students took an average of 2479.7 (SD 961.8) steps/school day. PA did not differ by BMI status. Students took on average 724 more steps on PE days than on non-PE days and 490 more steps on days with outdoor recess than nonrecess days (P < .05 for both). Fewer than 1% of all students achieved lower cut points for previously published mean range of steps/school day for boys and girls. Multivariable analysis revealed higher grade level, participation in PE class, and outdoor recess as independent predictors of PA. PA levels were low in kindergarten and first-grade students. Future interventions incorporating classroom-based PA and outdoor recess may increase PA in resource-poor urban schools with limited PE facilities.

Prática de atividade física e fatores associados em adolescentes no Nordeste do Brasil

To estimate the proportion of physically active adolescents and identify associated factors.The sample was composed of 2,874 high school students (public and private schools) aged 14 to 19 years in the city of João Pessoa, Northeastern Brazil. Physical activity level was measured by means of a questionnaire and considered physically active if > 300 minutes/week. Sociodemographic variables were analyzed, as well as nutritional status, sedentary behavior, self-report of health status and participation in physical education classes. The prevalence ratio was used as association measure, estimated by means of Poisson regression.The prevalence of physical activity was 50.2% (95%CI: 47.3;53.1). Male adolescents were more physically active than female adolescents (66.3% vs. 38.5%; p<0.001). The factors directly associated with practice of physical activity were: father's higher level of schooling for the male sex and mother's higher level of schooling for the female sex, positive self-reported health status, and participation in physical education classes.The majority of the adolescents was classified as physically active, particularly the male youths. Adolescents with parents whose level of schooling was higher, with positive health status perception, and who participated in physical education classes were more likely to be physically active.

&lt;b&gt; Aulas de educação física e inclusão: um estudo de caso com a deficiência física &lt;/b&gt;

http://dx.doi.org/10.5902/1984686X2284Este estudo teve como objetivo descrever a participação de um aluno com deficiência física em aulas de Educação Física em uma turma do 2º ano do Ensino Fundamental de uma escola regular. Foram observadas sete aulas de Educação Física da turma, as informações foram registradas em uma Ficha de Observação e, posteriormente, foi aplicada uma entrevista com roteiro pré-estabelecido ao aluno com deficiência. Os dados foram analisados a partir de duas categorias: a) Aluno com Deficiência e a Participação nas Aulas de Educação Física e b) O Relacionamento entre aluno com Deficiência e Colegas. A partir dos dados observou-se que a maioria das atividades propostas pela professora nas aulas de Educação Física favoreceu a inclusão do aluno que possuía deficiência física, além disso, houve interação entre ele e os colegas. Sendo assim, podemos afirmar que a inclusão está sendo efetivada na turma e nas aulas de Educação Física pesquisadas.Palavras-chave: Educação Inclusiva. Inclusão. Educação Física. Deficiência Física.

Abstract P269: Examining the Unique Contribution of Physical Education and Sports Team Participation to Overall Levels of Adolescent Physical Activity

Background: Adolescent females are significantly less likely to meet physical activity recommendations than males; this gender disparity is also evident among adults. Physical education class and sports teams represent an important opportunity for physical activity among youth. Females, in particular, may rely on these opportunities since they are less likely to be active during unstructured time as compared to males. This study examined the relative contribution of participation in physical education class and sports teams to overall levels of physical activity for females and males, independent of known correlates of physical activity in this group of adolescents. Methods: Cross-sectional data was examined from 591 9 th −12 th grade students from Philadelphia public schools who completed the 2009 Youth Risk Behavior Assessment. The relationship between the independent variables (participation in physical education class and sports teams) and other selected correlates (race, grade level, body mass index, depression symptoms and suicidal ideation, eating habits and weight concern, drug use, television watching and computer use) and physical activity was evaluated using chi-square tests. Variables with an association of p&lt;.3 were entered into a stepwise regression model to estimate the relative association of each variable with activity levels. A final regression model stratified by gender was generated to estimate gender differences. Results: Sixty-two percent of the sample was female, 50% were African American, 19% were overweight, and 33% reported five or more days of activity in the last week. Females were less likely to be active than males (x 2 (2, N = 591) = 33.72, p = &lt;.01): 27.9% of females were sedentary as compared to 10.6% of males. PE class was not significantly related to overall physical activity among males, while highly active females were seven times more likely to report participating in PE class every day than sedentary females (Exp(B)=7.06; p=.001). Playing on one or more sports teams was significantly associated with low-to-moderate (Exp(B)=2.14; p=.02) and highly active females (Exp(B)=3.24; p&lt;.01). Among males, sports team participation was only associated with high levels of activity (Exp(B)=2.79; p=.05). Conclusions: Participation in sports teams and physical education class contribute more to overall activity levels in female than male adolescents. A more rigorous assessment of this hypothesis is warranted to inform efforts to promote adolescent activity levels, particularly among females.

Introduction of Active Video Gaming Into the Middle School Curriculum as a School-Based Childhood Obesity Intervention

School-based physical education (PE) interventions are encouraged as a recommendation to support an increase in moderate to vigorous physical therapy by modifying curricula to allow for more active time in PE class. Based on these recommendations, the goal of this project was to incorporate a video gaming system as a fitness activity into a traditional PE class to enhance the curriculum and increase student participation and active time. The sample consisted of 86 sixth-grade students at a pilot middle school. A paired samples t test was conducted to evaluate whether students (n = 82) increased their participation in PE class after the intervention. The results indicated that the postintervention students (M = 4.37, SD = .80) were significantly more active in PE class than before the intervention (M = 4.16, SD = .88, t(81) = −2.27, p = .026). Significant findings included an increase in the percentage of students using the software options of Just Dance and Dance Dance Revolution before and after the intervention. Prior to implementation, the use of Just Dance was reported at 11.6%; the percentage more than doubled to 25.6% after the intervention. Similar findings were noted for Dance Dance Revolution, as pre-implementation use was reported to be 10.5% and postintervention usage was reported to be 19.8%. This project has proved to be an effective intervention to meet state and national PE standards while increasing adolescent activity as a measure to decrease the childhood obesity epidemic. The intervention also suggests that positive modeling behaviors proposed in school can encourage positive behaviors at home. Long-term efficacy and continued usage within this school and expansion to other schools and to alternate age groups warrants further investigation.

1274 Relationship Between Compliance with the “Cham Jam” Intervention and Physical Activity Levels in Bronx Elementary School Students

Background and aims: A “CHAM JAM” intervention aims to increase physical activity (PA) in schools without daily physical education (PE). Compliance with delivering an intervention as planned is a fidelity measure important in interpreting intervention's effect. Aim: To assess the relationship between compliance with “CHAM JAM” and PA levels. Methods: A cluster-randomized wait-listed controlled study at 4 schools. Students in 2 schools received “CHAM JAM”, an audio CD with 10-minute, education-focused aerobic activities. Teachers were instructed to use intervention 3 or more times/day. Compliance with “CHAM JAM” was measured by unannounced random direct observations. PA was measured on 5 consecutive days at baseline, 3- and 6-months post-intervention using a pedometer. Hierarchical linear models were used to evaluate differences in PA levels in relation to degree of compliance. Results: 913 students participated (456 intervention; 457 control). After adjusting for baseline PA, grade level, recess and PE class participation, greater compliance with intervention was associated with increased PA levels 3- and 6-months postintervention, p<.0001 for both time points. Students who participated in “CHAM JAM” >2.5 times/day had greater PA levels as compared to controls at 3-months (3152 (SD 1288) steps vs. 2556 (SD 1150) steps, p=.0029) and 6-months (3822 (SD 1231) vs. 3448(SD 1488), p=.09) post-intervention. Overall, compliance with “CHAM JAM” was higher 3-months (mean 1.81, range 0-4 times/day) than 6-months post-intervention (mean 1.56, range 0-6 times/day). Conclusions: A dose-response relationship exists between compliance with “CHAM JAM” and PA levels. These results may have implications for further program evaluation and dissemination.

Prática de atividade física em adolescentes brasileiros

The aim of this study is to describe physical activity practice among Brazilian adolescents by using data from the National Adolescent School-based Health Survey (PeNSE) collected in all state capitals and the Federal District in 2009. The sample included students of the ninth year (n=60,973). It was investigated the physical activity practice seven days prior to the interview, including transportation mode, physical activity practice inside and outside the school and participation in Physical Education classes. Adolescents were classified as active if performing >or= 300 min/wk of physical activity. The proportion of active adolescents was 43.1%; this figure was higher among boys (56.2%) as compared to girls (31.3%). Only half of the adolescents (49.2%) reported that had two or more Physical Education classes in the week prior to the interview. Also, 79.2% reported watching TV for two or more hours per day. Our data indicate a low proportion of active adolescents and of regular Physical Education classes, and a high prevalence of sedentary behavior. These data might be used as a baseline for the monitoring of physical activity among adolescents in Brazil, but already suggests the need of interventions for the promotion of physical activity among Brazilian adolescents.

Enrollment in Physical Education Is Associated With Health-Related Behavior Among High School Students

Physical education (PE) plays a critical role in the healthy development of youth; however, the influence of PE classes in helping to provide students with health-related behavior patterns is not clear. This study aims to analyze whether participation in PE classes is associated with health-related behavior among high school students. A total of 4210 students attending public high schools in Pernambuco (northeast of Brazil) were selected using random 2-stage cluster sampling. Data were collected by using the Global School-based Student Health Survey. The independent variable was the frequency of participation in PE classes, whereas physical activity, television viewing, smoking, and alcohol, fruit, vegetables and soda consumption were dependent variables. Logistic regressions were carried out to perform crude and adjusted analysis of the association between enrollment in PE classes and health-related behaviors. Sixty-five percent of students do not take part in PE classes, with a significantly higher proportion among females (67.8%). It was observed that enrollment in PE classes was positively associated with physical activity, TV viewing, and fruit consumption, but was negatively associated with soda drinking. The likelihood of reporting being active and eating fruit on a daily basis was 27% and 45% higher, respectively, among those who participate in at least 2 classes per week in comparison with those who do not. Students who participate in PE classes had 28-30% higher likelihood of reporting lower TV viewing during week days. Findings suggest that higher levels of enrollment in PE classes could play a role in the promotion of health-related behaviors among high school students.