Grade Physical Education Research Articles

Review of the PE Metrics cognitive assessment tool for fifth grade students

Summary Study aim: this study examined the item difficulty and item discrimination scores for the HRFK PE Metrics cognitive assessment tool for 5th-grade students. Materials and methods: ten elementary physical education teachers volunteered to participate. Based on convenience, participating teachers selected two 5th grade physical education classes. Teachers then gave students (N = 633) a 28-question paper and pencil HRFK exam using PE Metrics Standards 3 and 4. Item difficulty and discrimination analysis and Rasch Modeling were used data to determine underperforming items. Results: analysis suggests that at least three items are problematic. The Rasch Model confirmed this result and identified similar items with high outfit mean square values and low Point Biserial correlation values. Conclusions: teachers are in need of valid and reliable HRFK assessment tools. Without the removal of three items in the PE Metrics HRFK exam for 5th-grade students, complete use of the exam could offer incorrect conclusions.

Benefits of Strength and Skill-based Training During Primary School Physical Education.

Physical education (PE) programs are evolving from a traditional skill-centered model to a health-centered model that focuses on time engaged in moderate to vigorous physical activity (MVPA). However, improvements in muscular fitness and fundamental movement skills are prerequisites for continuous participation in MVPA. The purpose of this study was to examine the effects of integrative strength and skill-based training on measures of physical fitness in children during primary school PE. Children from two fourth grade PE classes were cluster randomized into either a fundamental integrative training (FIT) group (n = 20) or a control (CON) group (n = 21). The 8-week FIT program was performed twice per week during the first ∼ 1 5 minutes of each PE class and consisted of a circuit of strength and skill-based exercises. All participants were assessed for health- and skill-related fitness before and after the intervention. The outcome variables were analyzed via 2 × 2 repeated measures analysis of variance with post hoc analysis. A significant (p ≤ 0.05) interaction of group by time was observed in FIT participants with improvements in aerobic capacity, push-ups, sit and reach flexibility, and single-leg hop. There were no groups by time effects for the sit-up and long jump tests. No injuries were reported. These findings highlight the potential benefits of integrating both health- and skill-related fitness components into primary school PE as evidenced by improvements in measures of aerobic capacity and muscular fitness in children.

Benefits of Strength and Skill-Based Training During Primary School Physical Education

Physical education (PE) programs are evolving from a traditional skill-centered model to a health-centered model that focuses on time engaged in moderate-to-vigorous physical activity (MVPA). However, improvements in muscular fitness and fundamental movement skills have been found to be prerequisites for continuous participation in MVPA. PURPOSE: To determine the effects of age-related strength and skill-based training on measures of physical fitness in children during primary school PE. METHODS: Children from two fourth grade PE classes were cluster randomized into either a fundamental integrative training (FIT) group (n=20; age 9.5± 0.3 yr) or a control (CON) group (n=21; age 9.6± 0.3 yr). The FIT program was performed twice per week for 8 weeks during the first 15 min of each PE class and consisted of a circuit of strength and skill-based exercises using body weight, medicine balls, fitness ropes and other equipment. Participants in CON did not perform FIT but attended regular PE class twice per week during the study period. All participants were assessed for health- and skill-related fitness components before and after the intervention. The outcome variables were analyzed via 2x2 repeated measures ANOVA for interactions and main effects for time (pre- vs. post-test) and group (FIT vs. CON) on the dependent fitness variables. RESULTS: After FIT, there was a significant (p≤0.05) improvement (within-groups) in the progressive aerobic cardiovascular endurance run (PACER), push-up score, single leg hop distance, and sit and reach flexibility test with no improvements in sit-up and long jump performance. CON only made significant improvements in the sit-up and flexibility tests after 8 weeks of regular PE. Compared to the CON group after the training period, the FIT group made significant improvements in the PACER test, long jump distance, single leg hop distance, and push-up score. No injuries were reported and there was 99% voluntary participation in FIT during the study period. CONCLUSION: These findings highlight the potential benefits of integrating strength and skill-based training into primary school PE as evidenced by improvements in measures of aerobic capacity and muscular fitness in children.

Self-regulatory mode (locomotion and assessment), well-being (subjective and psychological), and exercise behavior (frequency and intensity) in relation to high school pupils' academic achievement.

Background. Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: assessment and locomotion. Moreover, both subjective and psychological well-being along exercise behaviour might also play a role on adolescents academic achievement.Method. Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Regulatory Mode Questionnaire to measure self-regulation strategies (i.e., locomotion and assessment). Well-being was measured using Ryff’s Psychological Well-Being Scales short version, the Temporal Satisfaction with Life Scale, and the Positive Affect and Negative Affect Schedule. Exercise behaviour was self-reported using questions pertaining to frequency and intensity of exercise compliance. Academic achievement was operationalized through the pupils’ mean value of final grades in Swedish, Mathematics, English, and Physical Education. Both correlation and regressions analyses were conducted.Results. Academic achievement was positively related to assessment, well-being, and frequent/intensive exercise behaviour. Assessment was, however, negatively related to well-being. Locomotion on the other hand was positively associated to well-being and also to exercise behaviour.Conclusions. The results suggest a dual (in)direct model to increase pupils’ academic achievement and well-being—assessment being directly related to higher academic achievement, while locomotion is related to frequently exercising and well-being, which in turn, increase academic achievement.

Student perspectives of grading in physical education

Recent state and federal legislations on educational accountability push evaluation and grading to the frontline. This study examined students’ perspectives of grading in physical education. The participants included students ( N = 39) from two middle schools. Data were collected through observation, student profile grading sheets and interviews. The grading sheet profiled athletic, participative, popular, knowledgeable and well-behaving students, respectively. Participants were asked to grade the profiles and were interviewed immediately thereafter. The profiles’ grades were analyzed descriptively. The interview data and observation notes were analyzed using constant comparison. Students voiced that being athletic or popular should not earn the highest grade in physical education; they favored the participative, knowledgeable and behaving profiles. A profile analysis showed that the latter three profiles earned significantly higher average grades than the athletic and popular ones ( p < .05). Overall, students assigned relatively high grades for all the profiles, from a self-endorsing perspective. Student perspectives of grading are not completely consistent with the official standards or their own conception of achievement in physical education, which are likely shared by their teachers. These findings have implications for evaluation and grading in physical education.

Portugues

Este trabalho analisou o conhecimento dos professores de Educação Física sobre procedimentos de primeiros socorros aplicados aos alunos de escolas municipais do ensino fundamental de Ponta Grossa. Contou com a participação de 21 professores de 19 escolas, sendo 52,4% do gênero feminino e 47,6% do gênero masculino. A metodologia proposta foi a aplicação de questionário contendo 11 questões sobre procedimentos a serem aplicados nos alunos em caso de acidentes, bem como questões relacionadas aos kits de primeiros socorros nas escolas. A análise de dados e a formulação de gráficos foram realizadas através do Excel 2007. Atribuindo-se valores variando-se de 0 (zero) para as respostas consideradas dentro dos padrões corretos de cuidados prestados, e valores positivos (0,25 – 0,5 – 0,75 e 1) para aquelas consideradas fora do padrão no atendimento de emergência. Através deste trabalho verificou-se a importância da disciplina de primeiros socorros na grade do curso de Educação Física, além da necessidade de capacitação permanente para os professores atuarem de maneira correta e efetiva em caso de acidentes durante as aulas.

Avaliação na educação física escolar: construindo possibilidades para a atuação profissional

A pesquisa objetivou construir, de maneira colaborativa, práticas avaliativas para a Educação Física escolar. Utilizou a pesquisa-ação (BARBIER, 2002) como referencial teórico-metodológico e definiu, como colaboradores, uma professora e alunos do quarto ano do Ensino Fundamental I, pertencentes à rede municipal de Vitória, Espírito Santo. O estudo fundamentou-se na perspectiva de avaliação como prática indiciária (SANTOS, 2005, 2008), apresentando como instrumentos: registros iconográficos (fotografias e desenhos), diários de Educação Física, ficha individual da professora e ficha de autoavaliação do aluno. A avaliação deu visibilidade ao que foi ensinado nas aulas de Educação Física e aos sentidos construídos pelos alunos em sua relação com o saber. Esse movimento anunciou caminhos para se projetar a avaliação além dos discursos acadêmicos que baseiam suas análises em diagnósticos de denúncias.

Turkish Students’ Opinions about Their Perceived Motivational Climate and Effort/Persistence in Physical Education

This study examined students’ perceived motivational climates and explored how their perceived motivational climates might affect their reported persistence/effort in physical education classes. Participants consisted of 111 8th graders and 117 11th graders attending two public schools in central Turkey. Because 8th and 11th grades in Turkey represents a critical period of schooling in which students have to begin to prepare for the national high school and university entrance examinations, these grades were preferred to be involved in this study. In this study that used the Perceived Motivational Climate in Sport Questionnaire and Self- Reported Persistence/Effort Questionnaire , pearson-product correlations were performed to examine relationships between motivational climate and self-reported persistence and effort, simultaneous multiple regression analysis was employed to examine how motivational climates might affect student reports of their persistence/effort, and a multivariate analysis of variance (MANOVA) was used to examine gender and grade differences among the participants on the two perceived motivational climates. Pearson-product correlation analysis showed that task and egoinvolved climates related positively to student persistence/effort. Multiple regression analysis revealed that task and ego-oriented climates were significant positive predictors of persistence/effort. The MANOVA yielded a significant main effect for grade differences (p < .001). Follow-up univariate ANOVAs revealed that 8th graders placed significantly higher values on students’ selfreported persistence/effort. These findings indicate that the complex nature of perceived motivational climate in influencing students' persistence/effort may depend on physical education settings, grade levels, and socio-cultural norms.

Physical activity during physical education lessons: a qualitative investigation of Australian PE teacher perceptions

School physical education (PE) experiences play a critical role in adolescents’ physical activity (PA) levels. Teachers are crucial to students’ initial experiences in PA; however, limited research has explored teachers’ perspectives about PA during PE using in-depth qualitative research techniques. We conducted interviews with 25 current Australian male and female PE teachers to investigate their perceptions about PA in secondary school PE (grades 7–12). Our findings indicated PA was a major focus for teachers during PE lessons; however, many physical and psychosocial factors underpinned practical classes. During PE lessons, PE teachers favoured game-based activities to promote PA while citing the traditional skill-drill approach as a strategy that limited PA. These findings highlight an ongoing shift in PE teaching towards a games-based approach and have several important implications for future teaching practice and research.

Teaching healthy behaviour knowledge in primary school physical education

Summary Study aim: To determine the effectiveness of a newly designed series of fitness segments that can be used to provide healthy behaviour knowledge (HBK) for 5th grade Physical Education classes. Material and methods: 641 pupils from six intervention (n = 401) and five control (n = 240) schools were used. The intervention schools received a five-week intervention of 12-minute fitness segments for each class period. A cognitive test that has been shown to produce valid and reliable scores (28-questions) was used to assess pupils’ HBK at pre – and post – examination. Pedometers were also used to examine physical activity levels differences. Hierarchical Linear Modeling using a two-level multilevel model was used to investigate mean changes in HBK between intervention and control groups. Results: Pupils in the intervention classes had 0.8-unit greater mean improvements in HBK than did control pupils (p &lt; 0.05). Girls also had greater mean changes in HBK than did boys (p &lt; 0.05). There was no statistical difference between intervention and control groups in physical activity levels. Conclusion: This type of fitness segment can be one strategy used by teachers to aid the instruction of HBK without decreasing physical activity participation in classes.

The relation between student motivation and student grades in physical education: A 3‐year investigation

Enhancing students' academic engagement is the key element of the educational process; hence, research in this area has focused on understanding the mechanisms that can lead to increased academic engagement. The present study investigated the relation between motivation and grades in physical education (PE) employing a 3-year longitudinal design. Three hundred fifty-four Greek high school students participated in the study. Students completed measures of motivation to participate in PE on six occasions; namely, at the start and the end of the school year in the first, second, and third year of junior high school. Students' PE grades were also recorded at these time points. The results of the multilevel growth models indicated that students' PE grades increased over the 3 years and students had better PE grades at the end of each year than at the beginning of the subsequent year. In general, students and classes with higher levels of controlling motivation achieved lower PE grades, whereas higher levels of autonomous motivation were associated with higher PE grades. These findings provide new insight on the associations between class- and individual-level motivation with objectively assessed achievement in PE.

The effects of application of music on the formation of students’ attitude towards physical education

A positive attitude towards physical education (PE) is an important component of students? engagement in classes and extracurricular physical activities. Relying on students? interests when planning the class work can contribute to the formation of such an attitude. The research was aimed at verifying the effects of the experimental programme ?Inclusion of music in Physical Education classes? on the formation of students? attitude towards PE. An experiment with parallel groups that lasted for 26 classes was applied in the research on the sample of 141 primary school students attending the seventh grade. In the initial and final testing two instruments for measuring the attitudes were applied: the Students? Attitudes toward Physical Education - SATPE and the Connotative Differential (CD-15). In the final testing, the experimental group also completed the questionnaire on students? assessment of classes with and without music. The analysis of variance has shown that the experimental group achieved considerably higher scores at the final testing compared to the initial on the cognitive and conative subscales of the CD-15 instrument. This change was not linked to gender, PE grade and involvement in music. It has been shown that students in the experimental group assessed more positively the classes accompanied by music compared to the classes without music, measured by the questionnaire on students? assessment of classes with and without music. It can be concluded that the application of music has influenced the development of a more positive attitude towards PE, observed via the cognitive and conative dimension, which points to the fact that it is justifiable and desirable to use music in PE education.

Physical activity and school performance: a survey among students not qualified for upper secondary school

Background: Many students leave compulsory school without being qualified to apply for national upper secondary school programmes. Despite efforts, the number of unqualified students in Sweden has increased. Grades from compulsory school have direct implications for students' educational futures and the requirement to qualify for an upper secondary school programme is at least the grade G (pass), in the subjects Swedish/Swedish as a second language, Mathematics, and English. Earlier research shows that the amount of physical activity, students' motor skills, and grades in Physical Education can have an impact on school achievements, but no study has examined the relationships of these factors in this particular group of students.Purpose: The aim was to study relationships between physical activity and school performance among Swedish compulsory school students who fail to achieve sufficient grades to move on to upper secondary school (about one in five students in the city of Malmö).Method: The population consisted of 389 students of which 76% (147 male, and 146 female) participated in a web inquiry. For statistical analyses of the responses, the Statistical Package for the Social Sciences program was used. Non-parametric tests (Chi-squared, Kruskal–Wallis, and Mann–Whitney) were used to study differences between groups, and Spearman's rank correlation and Pearson's product moment correlation were used for correlation analyses.Findings: The results show that less than 50% were physically active in the school subject physical education and health (PEH), and 14% never participated. Forty-five per cent were never physically active during their spare time. Twenty-nine per cent failed to reach the goals in PEH. Nine per cent (14% of boys, and 4% of girls), received the highest grade in PEH: pass with special distinction. Significant correlations were found between the level of physical activity and grade in PEH, as well as between physical activity and total grades. Grades in PEH correlated with grades in Swedish, Mathematics, and English. Students who responded that they skipped lessons once a week or more, had significantly lower grades in PEH and in total than students who never or less often skipped school lessons. Students who had good self-esteem (n = 162) were significantly more physically active than those who had low self-esteem (n = 32). Their answers to the question, ‘How physically active were you during school year nine?’ showed that they moved and became breathless and sweaty more than students who had lower self-esteem. They also did sports/exercise significantly more both in and outside of sports clubs.Conclusion: The findings of the relatively low levels of physical activity and the significant correlation between physical activity and school performance indicate the importance of examining how schools can improve students' self-esteem and motivation to be physically active and participate in PEH and other lessons.

Delving into the Social Ecology of Leisure-Time Physical Activity Among Adolescents From South Eastern Spain

Worldwide, there is a growing concern with adolescents' low levels of physical activity (PA). We used a comprehensive social ecological framework to uncover factors associated with leisure-time physical activity (LTPA) among adolescents from southeastern Spain. A population-based sample of 3249 adolescents aged 12-17 participated in a school-based survey in 2006. Potential correlates of participation in and level of LTPA were assessed through self-report. LTPA levels were also self-reported. We used gender-stratified logistic regression models to examine the associations among the variables of interest. Consistent with a social ecological perspective, analyses revealed several factors, corresponding to different levels of organization (demographic, biological, psychological, behavioral, social) and behavioral settings (family, peer group, school), significantly associated with LTPA. Some of these factors varied as a function of gender and depending on whether the outcome considered was nonparticipation vs. participation in LTPA or high vs. low level of involvement among participants. Overall, the findings highlight the role of health-related participation motives, significant others' attitudes toward PA, and grade in physical education as correlates of LTPA in this sample. Continued research is necessary to understand the complex interplay of factors and settings associated with adolescent LTPA and the role of gender.

Quantifying Physical Activity in Physical Education via Pedometry: A Further Analysis of Steps/Min Guidelines

The validity of common pedometer steps/min guidelines for 1st-12th grade physical education physical activity (PA) recommendations (ie, 33% and 50% PA) was investigated. Data sets from previous research, where physical education PA was quantified via pedometry, were combined. Participants (1st-12th grade, N = 1152) with concurrent steps/min and observed %PA scores were included. Data were analyzed using correlation, regression, and receiver-operator-characteristic (ROC) statistics. Alpha was set at .05. Overall, by gender and school level group (ie, 1st-6th, 7th-12th) PA outcome measures were strongly correlated and significant (r = .85-.92). Steps/min₂, lesson time₃, stature₄, and BMI₅ were significant predictors (r₁₂.₃₄₅=.91) of %PA₁. Steps/min accounted for 85.4% of the variance for %PA; however, the other predictors only accounted for an additional 0.5%. ROC analyses indicated that steps/min was an excellent discriminator (AUC ≥ .90) of %PA guideline achievement. Steps/min values of 60.6 and 82.2 were the most accurate cut points overall for the 33% and 50% PA guidelines, respectively. Steps/min cut points for gender and school level demonstrated agreement with the overall steps/min cut points. These findings support the contention that common steps/min guidelines can be applied in the surveillance of physical education PA.

The Relationship of Physical Education Grade According to Basic Psychological Needs and Motivational Regulation in Physical Education Class (Middle School)

The Relationship of Physical Education Grade According to Basic Psychological Needs and Motivational Regulation in Physical Education Class (Middle School)

Performance in Physical Education and Health Impairment 30 Years Later—A Community Based Cohort Study

ObjectiveA main purpose of physical education (PE) in school is to promote future health. However, there is very limited evidence of the effects of PE on the adult health. We hypothesized that a low performance in PE was associated with an increased risk of health impairment by middle age.MethodsWe performed a cohort study in a community-based setting in Sweden spanning over three decades. We followed up on 1712 of 2225 students (76.9%) who in 1974–1976 graduated with a grade in PE after 9 years of education (mean subject age 16 years). The grade in PE (compulsory subject) was retrieved from municipal archives. We defined three proxies for health impairment: total number of visits to primary care physicians in 2003–2007, having been hospitalized 2003–2007, and total number of days with sick leave in 2004–2007. Using binomial regression models, we adjusted the risk estimates for level of education and occupation. Subjects with an average grade in PE served as reference category.ResultsIn both the crude and adjusted model, women with a low grade in PE had more physician visits (adjusted IRR 1.30, 95% confidence interval 1.06–1.60) and an increased number of days with sick leave (adjusted IRR 1.44, 1.05–1.95). An increased, although not significant, risk was also observed for having received in-patient care (adjusted RR 1.26; 0.88–1.80). No significant results or similar pattern were observed in men.ConclusionWomen with a low grade in PE in adolescence seem to have an increased risk of health impairment by middle age, raising the question of early primary prevention towards these students in particular.

Gender as a Factor in the Prediction of Performance in Botswana General Certificate of Secondary Education Physical Education Examinations by Coursework and Forecast Grades among Senior Secondary School Students

Selection bias is an educational and a social malady which is of concern to every educator especially educational administrator when allocating educational opportunities to learners based on previous performance. Bias in predicting who passes or who fails and hence in selection exists if the same prediction equation is used for different groups, for example, for both gender when in fact such prediction, given the tests involved, is different for male and female learners. As a check for this, there is always the need to perform differential prediction for the sexes. The purpose for this descriptive study is to investigate gender as a factor in the prediction of performance in BGCSE physical examination by coursework and forecast grades among secondary school students in Botswana. The sample composed of 2292 (1432 males and 860 females) students who, based on Botswana Examination Council (BEC) records, obtained grades in coursework, forecast and BGCSE physical education grades for 2005 through 2008. The Pearson correlation and regression analyses done using SPSS revealed that though coursework and forecast grades significantly predict the BGCSE grades in physical education among senior secondary school students in Botswana, based on each year’s data, gender does not influence such prediction significantly, but for cumulative data across all the years it does.

Student views on criterion-referenced assessment and grading in Swedish physical education

Background: The pedagogical and status implications of assessment in physical education (PE) have been recognised in the past. How students perceive being assessed and graded is a neglected area, however. While some studies have garnered students' perceptions of assessment when no grade is awarded or the stakes are relatively low, we know less about how assessment in physical education is perceived or experienced by students engaged in systems where grades have direct implications for students' educational or vocational futures. Purpose: The study presented in this article investigated the criterion-referenced assessment experiences and perceptions of Swedish physical education and health (PEH) students in their last year of compulsory schooling. Central questions were: what do the students understand as the basis for grading decisions in PEH and what do they perceive as the learning goals of the subject? Research design and data collection: A total of 355 students (189 boys and 166 girls) from 28 different schools participated. They were 15 to 16 years of age and attending school year 9. The study draws on data collected through both a questionnaire, which all students answered, and 23 focus groups interviews, in which 73 of the students participated. Findings: The majority of the responses from the students focused on attitudinal, dispositional and behavioural characteristics as opposed to stated learning outcomes in terms of the display of subject specific knowledge and physical capacity. The results indicated that students do think grades are important but they did not appear to recognise the official criteria as the predominant basis for achievement of grades in PEH. Significantly, the degree of student certainty in these elements was underpinned by their indication that the grading criteria were clear and that they were aware of the basis upon which grading judgements were made. Conclusions: We recommend that in order to promote a better alignment between the official assessment expectations of the PEH syllabus and students' perceptions of assessable elements, the Swedish education system should provide greater syllabus clarifications regarding assessment practices and continuing professional development focusing on task construction, criteria and standards construction, the collection and use of evidence and the alignment of curriculum, pedagogy and assessment.

Dance Unit with Physical Literacy

The concept of literacy includes components of knowledge, thinking, communication and application, while the concept of physical literacy includes physical, affective and cognitive competencies that are linked to the development of the whole per son in physical, emotional and cognitive domains of a human. Therefore, the purpose of this study was to determine the levels of responses to the multiple choice test questions by using Bloom's Taxonomy in a seventh grade physical education dance class which was taught with physical literacy perspective. The research was designed as an action research. For this purpose, exam papers including multiple choice items and students reflections were used as data collection tools. Results indicated although students would be able to correctly answer the questions mostly in “knowledge” and “analysis” level, they were struggled to answer the questions in “synthesis” level.