PE Classes Research Articles

Inteligencia emocional y motivación en educación física en secundaria (Emotional Intelligence and Motivation in Secondary Physical Education)

La motivación y la inteligencia emocional aparecen como dos importantes aspectos de la educación de los jóvenes, cuya relación en Educación Física ha sido poco estudiada. Bajo la teoría de la autodeterminación, el estudio analizó las relaciones existentes entre la inteligencia emocional (IE) y la motivación de los estudiantes en las clases de Educación Física (EF). Se utilizó una muestra de 170 estudiantes pertenecientes al primer ciclo de Educación Secundaria Obligatoria (E.S.O) de un centro de Gibraleón (Huelva). Los instrumentos empleados fueron: la versión española del Trait Meta-Mood Scale (TMMS), una adaptación para EF del Cuestionario de Clima Motivacional Percibido (PMCSQ-2), el Cuestionario de Necesidades Psicológicas Básicas (BPNS), y la Escala del Locus Percibido de Causalidad (PLOC). Los resultados del análisis de correlación mostraron relaciones entre las variables clima motivacional, necesidades psicológicas y motivación en línea con la teoría de la autodeterminación. Los factores de la IE percibida correlacionaron con el clima motivacional, con algunas necesidades psicológicas y con las diferentes formas de motivación, aunque con un coeficiente de correlación bajo. Por su parte, se destaca que en los análisis de regresión la claridad emocional predijo positivamente la regulación introyectada. Son necesarios más estudios que permitan profundizar en esta relación.Palabras clave. Inteligencia Emocional, Motivación, Educación Secundaria Obligatoria, Educación Física.Abstract. Motivation and emotional intelligence appear as two important aspects of education of young people, whose relationship in Physical Education is an understudied topic. Based on the Self-Determination Theory, the study analyzed the relationship between emotional intelligence and motivation in physical education students. A sample of 170 students from the first cycle of compulsory secondary education in Gibraleón (Huelva) was used. The instruments used were: the Trait Meta-Mood Scale (TMMS), the Perceived Motivational Climate Questionnaire (PMCSQ-2), the Basic Psychological Needs Questionnaire (BPNS) and the Perceived Locus of Causality Scale (PLOC). The results of correlation analysis showed relationships between motivational climate, psychological needs and motivation in line with Self-Determination Theory. The three dimensions of emotional intelligence (Attention, Clarity, and Mood Repair) correlated with perceived motivational climate, with some psychological needs and the different forms of motivation, although with a low correlation coefficient. The regression analysis showed that emotional clarity predicted positively the introjected regulation. Further studies are necessary to enable us to deepen our understanding of the relationship between emotional intelligence and motivation in PE classes.Keywords. Emotional Intelligence, Motivation, Secondary Education, Physical Education

When Lightning Struck, or Death at an Early Age

When Lightning Struck, or Death at an Early Age Arthur Ramírez (bio) I was twelve and in the 6th grade, when one of those long-shot phenomena of nature actually occurred. Sort of rare, such as, in an opposite way, winning the lottery. The first inkling that something out of the ordinary had taken place came into view after a powerful thunderstorm hit Kingsville, Texas. In our classroom, outside the window, we could see several former Stephen F. Austin Elementary School students now attending Gillette Junior High wandering around the school grounds. Why were they milling about, talking to whoever would listen? We students saw the teacher in the next room go out to talk to them, as if she were going to call school officials about their truancy, and tell them to please go away. But she came back chastened, sort of bent over, tentative in place of assertive. Long strides became slow She came over to our room and was met by Mrs. Traylor, “La Traila,”—the “trailer,” as we called her because she was very tall. The two met about halfway. They whispered to each other and pointed to the students outside, and there was a vigorous, nervous sting to the whispered words. Gestures and a look of anguish on their faces told us more than whispers. Once again alone with the class, Mrs. Traylor hesitated. She sent one of the teacher’s pets to the principal’s office. When the student returned and gave her a message, Mrs. Traylor, in slow, serious, grave tones, said only one sentence: “No matter what anybody tells you, there will be school this afternoon after lunch.” Could this be related to these students hanging around? We thought so; something had happened. But no whispers about it, even. We just looked at one another, shrugged and made faces. The questions in our minds grew larger with an absence of answers. The storm had passed, hadn’t it? Mrs. Traylor, much respected as the smartest teacher at the Elementary School, qualified, for God’s sake, to teach the older 6th grade students fractions, the Civil War, and Poe. Impatiently, we waited for lunchtime. Mrs. Traylor had us merely sit and study as she looked kind of abstracted, glancing out the window at the still, gray sky. She stared at her former students. When it was noon and we went home for lunch, we found out from the wandering Junior High students what had happened. Four students at the Junior High, in the 7th grade, a year older than us, had been killed by a lightning bolt during the thunderstorm that just past. They were out during PE class when it happened. I knew three of the four students. Closest was David Rojas, brother of “Los Cuates” Rojas, the twins, Tina’s friends. Another was Irra, for Israel, and a third was Tani, maybe short for Estanislao, and a friend of my cousin Humberto Adame. The fourth lightning victim I didn’t know. I especially knew David Rojas and Irra. I immediately thought of them alive since I’d just seen them in the last day or two. At that time, it was inconceivable that we might have thought about death; I knew these guys, and they were about my age. How could we possibly think about death? Though, in fact, for God’s sake, death lurked around the barrio more than in most neighborhoods. We knew of it, but had not really applied it to ourselves. Sometime before, I’d seen Irra at an elementary school football game (we were the Austin Pioneers, and, yes, we had fully outfitted teams and cheerleaders and all). Irra was raging up and down that sideline, using incredibly foul language in excited protest about calls by the officials. Actually, it was the teacher in the room next to ours who told him to shut up or leave. David Rojas was the person I knew best. Bright, and the top-graduating 6th grader the previous spring, David had indicated he too, like his twin brothers, was interested in a sexual-romantic relationship with my sister, Tina. He was, I believe, actually older...

Learner-centred teaching methods in PE. Processing athletics teaching material in project method

We would like to present the methodological experience involves the participation of 11 teachers with their 20 classes of different grades each, within a period of 4-6 weeks. Processing the athletics teaching material was performed by adopting the project method and clustering around two project titles: ’Peasant Olympics’ (9 projects), and ‘Approaching Athletics’ (11 projects). Contents outside the PE class and school environment were in the limelight. Differentiating was main focal point, just like individual activity and volunteering. Pupils performed tasks on their own, in group and on class level. The students’ vitality increased in the field of motion and other activities. Because other subjects and fields of activity were involved in the framework of a PE lessons, students who had never been proactive, in this process have become so. In many fields of activity – of course in motion activities as well– differentiation became obvious. Therefore, the various activities in the project provided for many students chances of success, perhaps more than in a usual routine. The individual work, the cooperative solutions between students and external relationship-building was a characteristic of the process. Isolation of school classes was solved by project activity. Connecting different fields of science can raise understanding, the awareness, thus connecting sciences to real life. In this synthesis many teachers of other majors helpfully supported the PE teacher. It was hard for the teachers on the other hand, to get used to the helpful, supportive role demanded by the project-method, instead of the common ‘boss role’ which was usual.

Circulating phospholipid profiling identifies portal contribution to NASH signature in obesity

Non-alcoholic steatohepatitis (NASH) is characterized by steatosis, lobular inflammation, hepatocyte ballooning with fibrosis in severe cases, and high prevalence in obesity. We aimed at defining NASH signature in morbid obesity by mass spectrometry-based lipidomic analysis. We analyzed systemic blood before and 12 months after bariatric surgery, along with portal blood and adipose tissue lipid efflux collected from obese women at the time of surgery (9 structural classes, 150 species). Increased concentrations of several glycerophosphocholines (PC), glycerophosphoethanolamines (PE), glycerophosphoinositols (PI), glycerophosphoglycerols (PG), lyso-glycerophosphocholines (LPC), and ceramides (Cer) were detected in systemic circulation of NASH subjects. Post-surgery weight loss (12 months) improved the levels of liver enzymes, as well as several lipids, but most PG and Cer species remained elevated. Analysis of lipids from hepatic portal system at the time of surgery revealed limited lipid alterations compared to systemic circulation, but PG and PE classes were found significantly increased in NASH subjects. We evaluated the contribution of visceral adipose tissue to lipid alterations in portal circulation by measuring adipose tissue lipid efflux ex vivo, and observed only minor alterations in NASH subjects. Interestingly, integration of clinical and lipidomic data (portal and systemic) led us to define a NASH signature in which lipids and clinical parameters are equal contributors. Circulatory (portal and systemic) phospholipid profiling and clinical data defines NASH signature in morbid obesity. We report weak contribution of visceral adipose tissue to NASH-related portal lipid alterations, suggesting possible contribution from other organs draining into hepatic portal system.

Association between physical activity and substance use behaviors among high school students participating in the 2009 Youth Risk Behavior Survey.

This study examined the relationship between physical activity, physical education class, and sports participation on the substance use practices of adolescents. Data was derived from the 2009 Youth Risk Behavior Survey study of adolescent behaviors. The results of this study indicated that recreational physical activity, attending PE class, and participating in sports were independent protective factors for many cigarette use behaviors but not for smokeless tobacco use. Additionally, recreational physical activity and sports participation appears to be a protective factor for marijuana use among females but not males. On the other hand, recreational physical activity and sports participation appears to be a risk factor for alcohol use behaviors among males.

F-63 Thematic Poster - Physical Activity Correlates Across Populations

PURPOSE: Few studies investigate how moderate to vigorous physical activity (MVPA) in PE classes and after-school MVPA contribute to adolescents’ fitness development differently. This study examined how MVPA in PE classes versus after-school MVPA was associated with adolescents’ cardiorespiratory fitness development. METHODS: A total of 132 students (64 girls) in a PE4life Academy middle school (S1) and 96 students (50 girls) in a same-area school (S2) with a traditional PE program completed PACER at the beginning of their 6th grade (baseline) and the end of 8th grade (follow-up). PACER scores between S1 and S2 at the follow-up were compared using one-way MANCOVA controlling for the baseline scores. In addition, 45 lessons were observed at each school during the three years to measure MVPA in the PE class using the System for Observing Fitness Instruction Time, and the between-school differences in MVPA in PE classes were compared with one-way MANOVA. Further, weekly after-school MVPA was measured using Self-Administered Physical Activity Checklist at the spring semester of 6th grade, 7th grade, and 8th grade, respectively, and the results between S1 and S2 were compared using independent t tests. Two schools were comparable in socioeconomic status (median household income $30K), ethnicity (White > 90%), and weekly PE class time (approximately 90 minutes). RESULTS: Difference in percentage of the PE class time spent in MVPA between S1 and S2 was significant (p < .001) in favor of S1, 67.56±10.57 vs. 43.25±12.03, but there were no significant between-school differences in after-school MVPA minutes at any of the three assessment points for both boys (S1 258.21±175.43 vs. S2 288.70±168.11, 311.75±203.64 vs. 313.54±115.89, 328.91±163.60 vs.345.00±218.01) and girls (S1 262.50±164.43 vs. S2 303.33±217.49, 297.69±130.40 vs. 314.04±191.26, and 280.38±153.99 vs. 312.00±157.17). As for the PACER performance, S1 demonstrated significantly higher adjusted means (p < .001) at the follow-up for both boys (51.58 vs. 33.84) and girls (30.15 vs. 25.15). CONCLUSIONS: Compared with after-school activities, PE classes reach every kid in the school, and quality PE classes provided by PE4life Academy School with large percentage of MVPA time are more associated with adolescents’ cardiorespiratory fitness development.

The Effect Of Pe Class On Daily Physical Exercise And Mental Health In University Freshmen

The Effect Of Pe Class On Daily Physical Exercise And Mental Health In University Freshmen

Quality PE Classes Are Effective Intervention

Quality PE Classes Are Effective Intervention

Using Community–Academic Partnerships and a Comprehensive School-Based Program to Decrease Health Disparities in Activity in School-Aged Children

Many underserved school-age children do not meet the recommended guidelines for physical activity. While children ultimately depend on parents, they also look to schools for their access to developmentally appropriate physical activity. The present randomized controlled trial study utilized a community–academic partnered participatory research approach to evaluate the impact of a culturally sensitive, comprehensive, school-based, program, Kids N Fitness©, on body mass index (BMI), and child physical activity behavior, including: daily physical activity, team sports participation, attending PE class, and TV viewing/computer game playing, among underserved children ages 8–12 (N = 251) in Los Angeles County. All measures were collected at baseline, 4 and 12 months post-intervention. Students who participated in the KNF program had significant decreases in BMI Z-score, TV viewing, and an increase in PE class attendance from baseline to the 12 month follow-up. Our study shows the value of utilizing community–academic partnerships and a culturally sensitive, multi-component, collaborative intervention.

THE DEVELOPMENT OF STUDENTS’ MOTIVATIONAL DIMENSIONS UNDER THE PHYSICAL EDUCATION EXPERIMENTAL PROGRAMME

This study shows the development of some motivational dimensions of secondary school students when they are treated by the experimental way of teaching. The study was conducted on a sample of 240 pupils of The Secondary School Banovici, out of which 124 males and 116 females. The pupils were divided into two groups. The first group consisted of 120 pupils divided into four sections, out of which 73 males and 47 females. This is the control group. The second group also consisted of 120 pupils divided into four sections, out of which 51 male and 69 females. This group was subjected to the experimental way of teaching and thus represents the experimental group. Results show the changes in pupils’ motivational characteristics under the influence of innovative educational content that are reflected through their activities and final attitudes on the physical education value. The discriminate analysis revealed the statistically important differences between pupils that are treated by the experimental program compared to students treated by traditional program in terms of motivation in physical education classes (PE classes). However, the study, in some way, solves the problem of inactivity and pupils’ lack of interest for the PE classes, i.e. it suggests the pupils’ possible development of motivation for work using the appropriate educational contents.

Direct Communication in Physical Education Classes

This paper aims at clarifying several aspects concerning the characteristics of the communication process in Physical Education classes. Being a complex and extensive phenomenon we will focus only on the direct communication technique.In this respect, we are mainly interested in identifying and systematizing direct communication styles, as well as their manifestations, depending on the structure of PE classes.

It's Time to Include Nutrition Education in the Secondary Physical Education Curriculum

Although the primary focus of physical educators is to increase students' physical activity levels and their knowledge about the importance of movement, they also have the opportunity to affect students' overall wellness by teaching nutrition and how healthy eating contributes to overall health and weight management. Nutrition concepts and dietary behavior-change strategies can be included in the physical education curriculum. This approach would integrate the two primary concepts that contribute to maintaining a healthy weight. This article provides a curriculum outline that incorporates nutrition education without forsaking physical activity in PE class.

Skolerelaterte bruddskader

Introduction of daily PE classes has been proposed as a measure to reduce childhood obesity. At the same time, the prevalence of activity-related fractures among children is increasing. Previously, we have found that the fracture rate per 10,000 hours of activity amounted to 1.9 for snowboarding, 0.79 for handball, 0.44 for football and 0.35 for trampolining. The purpose of the study is to describe the prevalence of school-related fractures, as well to investigate whether PE exposes schoolchildren aged 6-16 to a heightened risk of fractures when compared to other activities. Fractures in children aged 6-16 resident in the catchment area of Akershus University Hospital were recorded over a 12-month period. Information on fractures sustained at school, defined as fractures that occurred during school hours, during supervised after-school activities (SFO) or on the way to or from school, was retrieved from the records. The fractures were classified according to activity, time of the school day when the injuries occurred and their anatomical location. Of a total of 1,144 fractures registered among children aged 6-16, altogether 422 (37%) were school-related, equivalent to 8.5 per 1000 children. Of these, 257 (61%) were in boys. Altogether 276 (65.4%) fractures occurred outdoors, 135 (32%) occurred during breaks and 94 (22.3%) during PE classes. The fracture rate for PE amounted to 0.29 fractures per 10,000 hours (95% CI: 0.22-0.33). The fracture rate for PE classes is lower than for a number of other common leisure activities. As a measure to increase children's physical activity, the introduction of daily PE classes will be a beneficial alternative with a view to the risk of injury.

School-based obesity prevention intervention in Chilean children: effective in controlling, but not reducing obesity.

Objective. To evaluate the effectiveness of a 12-month multicomponent obesity prevention intervention. Setting. 9 elementary schools in Santiago, Chile. Subjects. 6–8 y old low-income children (N = 1474). Design. Randomized controlled study; 5 intervention/4 control schools. We trained teachers to deliver nutrition contents and improve the quality of PE classes. We determined % healthy snacks brought from home, children's nutrition knowledge, nutritional status, duration of PE classes, and % time in moderate/vigorous activity (MVA). Effectiveness was determined by comparing Δ BMI Z between intervention and control children using PROCMIXED. Results. % obesity increased in boys from both types of schools and in girls from control schools, while decreasing in girls from intervention schools (all nonsignificant). % class time in MVA declined (24.5–16.2) while remaining unchanged (24.8–23.7%) in classes conducted by untrained and trained teachers, respectively. In boys, BMI Z declined (1.33–1.24) and increased (1.22–1.35) in intervention and control schools, respectively. In girls, BMI Z remained unchanged in intervention schools, while increasing significantly in control schools (0.91–1.06, P = 0.024). Interaction group ∗ time was significant for boys (P < 0.0001) and girls (P = 0.004). Conclusions. This intervention was effective in controlling obesity, but not preventing it. Even though impact was small, results showed that when no intervention is implemented, obesity increases.

A case study about the formation process of the learning group in the PE class of the ball game of the elementary school

A case study about the formation process of the learning group in the PE class of the ball game of the elementary school

Comparison and Comparability: Fitness Tracking Between Youths with Different Physical Activity Levels

This study compared a three-year tracking of health-related physical fitness between two comparable samples of six graders that enrolled either in a PE4life middle school (n = 154) or another school with a traditional PE program (n = 93) in the United States. For the cohort, the FITNESSGRAMTM (Cooper Institute for Aerobics Research, 1992) battery was administered twice with a three-year interval, and moderate and vigorous physical activity levels in PE classes were assessed. Fitness tracking then was assessed with six statistical techniques and compared between the two samples. Students in the PE4life Program demonstrated significantly higher moderate and vigorous physical activity level (p < .001) in PE classes and improved significantly more in most fitness measures at follow-up (ps < .05–.001) than those in the traditional program. Results of tracking assessed with Spearman correlations, Kappa statistics, and Kendall's tau-b did not reflect the significant differences in fitness changes between the two samples, whereas those assessed using stability in extreme quartiles, changes in percentage of students in at-risk groups, and odds ratios reflected the significant differences in the fitness changes between the two samples. The last three tracking methods identify differences in fitness changes in addition to assessing tracking stability and are recommended in fitness tracking research.

Perfiles motivacionales en Educación Física: una aproximación desde la teoría de las Metas de Logro 2x2

The aim of the study was to know de motivational profiles in students of physical education analyzing the 2x2 achievement goals and the different perceptions of the motivational climate according these profiles, and the differences by gender. Using the Achievement Goals theory (Nicholls, 1989) as guiding framework, 390 Spanish secondary school students (113 girls and 227 boys; 14-16 years old) completed the 2x2 Achievement Goals in Physical Education Questionnaire and the Learning and Performance Orientations in Physical Education Classes Questionnaire. The differential analysis by gender showed a greater task-orientation and a higher perception of mastery-climate by girls. Cluster analysis showed four distinct groups. The first profile was characterized by high achievement goals, the second one was composed by moderate goals, the third one was formed by low achievement goals, and the last one noted by having high levels of approach and mastery goals. Then a multivariate analysis revealed that the students of the first and the fourth profiles have high levels of task-involved motivational climate. The findings were discussed and it was suggested the promotion the mastery goals in PE classes joint to performance-approach goals for enhance adaptive motivational profiles.

On being critical in health and physical education

Background: This paper is a reflection on being a critical teacher of health and physical education. It is a conversation of sorts between the two authors: a critical educator and researcher, and a critical teacher. It is based on the shared experiences of one of the author's (Dan) high-school PE and health classes over the course of a year during a critical ethnography of health and PE undertaken by the other author (Katie). The study was conducted at a multiethnic and low-socioeconomic high school in New Zealand.Purpose: The purpose of this article is to reflect on what it means to undertake and embody a critical pedagogical approach to health and PE teaching. We explore the key tenets of Dan's approach and engage in a dialogue about the challenges and possibilities of such work.Design and analyses: The argument here is informed by the aforementioned critical ethnographic study but the authors take a step back from that study in this paper to reflect on critical pedagogy in the field of health and PE and what drives one practitioner to forward his approach despite the difficulties he encounters. We draw on a range of analytical tools including critical approaches to gender, embodiment and pedagogy.Conclusions: We argue that, despite the difficulties of being critical in health and PE, such work is greatly needed in health and physical education. We suggest that, perhaps, a more embodied form of critical pedagogy is required.

Building pre-service teaching efficacy: a comparison of instructional models

Background: Cooperative Learning (CL) is an inclusive name for various models of teaching/learning methods, all of which emphasize the fundamental of meaningful collaboration among learners during their learning activities. Purpose: The purpose of this study was to examine whether the CL teaching model contributed to the teaching efficacy and planning skills of student teachers. Participants and settings: Forty-nine physical education student teachers were assigned to one of two groups: the Cooperative Learning Group (CLG) or the Direct Instruction Group (DIG). Research design: Each group was divided into small teaching groups of 3–5 students. Intervention in both groups included participation in a 15-week methods class. At the end of each lesson, the instructors checked off a list of criteria that indicated the model they used during the session. In addition, the student teachers also practiced their field experience teaching at the same school once a week throughout the year. During the second semester, 12 days of field experience were added. During these 12 additional days the pre-service teachers taught in the same school every day, supervised by the school's cooperating teachers and by their supervisors. Intervention relating to the CL model included: (1) Theoretical content knowledge about the essence of the model and its philosophical aspects, as well as basic principles of team-building procedures; (2) Practical experience of the pre-service teachers' (three lessons), focusing on ‘building a community of learners’ in the PE classes, ‘communication and trust’ between the students, and ‘problem-solving’ issues; and (3) Written assignments related to CL on: planning ‘ice-breaking’ activities for building a community of learners, setting up activities related to communication and trust in a group, and developing activities that emphasize problem-solving. In addition, all the participants were asked to plan one CL teaching unit consisting of four lessons of 45 minutes each. Criteria for evaluation of the unit and the lesson plan were explained by the instructors. Data collection: All participants filled out physical education teaching efficacy questionnaires before and after the intervention, at the end of the intervention, their unit plans were analyzed using rubrics determining planning abilities. Findings: Results demonstrated that at baseline, there were no differences between the two groups in the self-efficacy mean score (DIG pre = 7.6; CLG pre = 7.6), but a significant difference appeared between the groups over time (F(1, 47) = 16.467, p < 0.0001), where the DIG perceived their teaching efficacy to be higher than did the CLG, but the CLG included more cooperation principals in their planning compared to their counterparts. Conclusion: It is recommended that physical education teacher education programs focus on no more than two or three instructional models during the three-year program, and that they should be thoroughly practiced until they are mastered.

Trial and effects of homework in a university PE class

Trial and effects of homework in a university PE class