Minutes Of Physical Education Research Articles

Cost Effectiveness of an Elementary School Active Physical Education Policy.

Many American children do not meet recommendations for moderate to vigorous physical activity (MVPA). Although school-based physical education (PE) provides children with opportunities for MVPA, less than half of PE minutes are typically active. The purpose of this study is to estimate the cost effectiveness of a state "active PE" policy implemented nationally requiring that at least 50% of elementary school PE time is spent in MVPA. A cohort model was used to simulate the impact of an active PE policy on physical activity, BMI, and healthcare costs over 10 years for a simulated cohort of the 2015 U.S. population aged 6-11 years. Data were analyzed in 2014. An elementary school active PE policy would increase MVPA per 30-minute PE class by 1.87 minutes (95% uncertainty interval [UI]=1.23, 2.51) and cost $70.7 million (95% UI=$51.1, $95.9 million) in the first year to implement nationally. Physical activity gains would cost $0.34 per MET-hour/day (95% UI=$0.15, $2.15), and BMI could be reduced after 2 years at a cost of $401 per BMI unit (95% UI=$148, $3,100). From 2015 to 2025, the policy would cost $235 million (95% UI=$170 million, $319 million) and reduce healthcare costs by $60.5 million (95% UI=$7.93 million, $153 million). Implementing an active PE policy at the elementary school level could have a small impact on physical activity levels in the population and potentially lead to reductions in BMI and obesity-related healthcare expenditures over 10 years.

Translating school health research to policy. School outcomes related to the health environment and changes in mathematics achievement

This paper describes an exploration of the relationship between mathematic achievement and the school health environment relative to policy-driven changes in the school setting, specifically with regard to physical education/physical activity. Using school-level data, the authors seek to understand the relationship between mathematics achievement and the school health environment and physical education minutes. This work provides a description of the aspects of the school health environment, an exploration of the interrelationships between school health and student achievement, and an assessment of the effects of the school health policy and practice on student performance and health status. Based on these findings, we identify additional research necessary to describe the relationship between obesity and learning in children.

Physical activity in physical education: are longer lessons better?

The purpose of this study was to compare physical activity (PA) outcomes in a sample of high school (HS) physical education (PE) lessons from schools that adopted traditional versus modified block schedule formats. We used the System for Observing Fitness Instruction Time (SOFIT) to conduct observations of 168 HS PE lessons delivered by 22 PE teachers in 4 schools. T-tests and multilevel models were used to explore variability in moderate PA and vigorous PA. PA outcomes were significantly different between modified block and traditional schools. Students who attended traditional schools engaged in more vigorous PA in PE lessons. Modified block lessons lost more scheduled lesson time due to poor transition to and from the locker room. PA outcomes were positively associated with fitness and teacher promotion of PA and negatively associated with lost time, class size, management, and knowledge. Although PE proponents widely advocate for more PE minutes, this study showed that greater time scheduled in PE does not necessarily result in more student accrual of moderate to vigorous physical activity (MVPA) minutes.

Exercise Strategies for Children

Exercise Strategies for Children

Вплив фізкультурних хвилинок на розумову працездатність учнів загальноосвітніх навчальних закладів

Purpose: to find out the impact on the mental performance of students of physical activity used in the process of physical education minutes and the lessons the overall cycle. Materials and Methods: a study was conducted in four secondary schools in Vinnitsa and Kharkov regions. The study involved 673 students grades 5–11. The study was conducted in two stages. In the first stage determines the change in the mental health of students during the school day. We used a technique A. Myunsberga. In the second phase of the study determined the impact of sports on the minutes and indicators of mental health of students. The study was conducted using a sample V. Anfimova proofreading. Results: the study shows the steady decline in indices of mental health of students during the school day. From the second to the sixth lesson mental performance of schoolchildren in the classroom overall cycle is reduced by 13.2%. Conclusions: the study also found that the performance of students in the classroom physical education minutes and the total cycle enhances their mental performance by 8%, compared with the lessons in which minute physical exercise have been conducted.

Changes to the school food and physical activity environment after guideline implementation in British Columbia, Canada

BackgroundHigh rates of childhood obesity have generated interest among policy makers to improve the school food environment and increase students’ levels of physical activity. The purpose of this study was to examine school-level changes associated with implementation of the Food and Beverage Sales in Schools (FBSS) and Daily Physical Activity (DPA) guidelines in British Columbia, Canada.MethodsElementary and middle/high school principals completed a survey on the school food and physical activity environment in 2007–08 (N = 513) and 2011–12 (N = 490). Hierarchical mixed effects regression was used to examine changes in: 1) availability of food and beverages; 2) minutes per day of Physical Education (PE); 3) delivery method of PE; and 4) school community support. Models controlled for school enrollment and community type, education and income.ResultsAfter policy implementation was expected, more elementary schools provided access to fruits and vegetables and less to 100% fruit juice. Fewer middle/high schools provided access to sugar-sweetened beverages, French fries, baked goods, salty snacks and chocolate/candy. Schools were more likely to meet 150 min/week of PE for grade 6 students, and offer more minutes of PE per week for grade 8 and 10 students including changes to PE delivery method. School community support for nutrition and physical activity policies increased over time.ConclusionPositive changes to the school food environment occurred after schools were expected to implement the FBSS and DPA guidelines. Reported changes to the school environment are encouraging and provide support for guidelines and policies that focus on increasing healthy eating and physical activity in schools.

The impact of physical education on obesity among elementary school children

In response to the dramatic rise in childhood obesity, the Centers for Disease Control (CDC) and other organizations have advocated increasing the amount of time that elementary school children spend in physical education (PE) classes. However, little is known about the effect of PE on child weight. This paper measures that effect by instrumenting for child PE time with the state's mandated minimum number of minutes of PE, using data from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K) for 1998–2004. Results from IV models indicate that PE lowers BMI z-score and reduces the probability of obesity among 5th graders. This effect is concentrated among boys; we find evidence that this gender difference is partly attributable to PE being a complement with other physical activity for boys, whereas they are substitutes for girls. This represents some of the first evidence of a causal effect of PE on youth obesity, and thus offers at least some support for the assumptions behind the CDC recommendations. We find no evidence that increased PE time crowds out time in academic courses or has spillovers to achievement test scores.

State and District Policy Influences on District-Wide Elementary and Middle School Physical Education Practices

To examine the influence of state laws and district policies on district-wide elementary school and middle school practices related to physical education (PE) time and the percentage of moderate-to-vigorous physical activity (MVPA) time during PE. Multivariate, cross-sectional analysis of state laws, district wellness and PE policies, and district PE practices for school year 2010-2011 controlling for district-level urbanicity, region, size, race/ethnicity of students, and socioeconomic status and clustered on state. One hundred ninety-five public school districts located in 42 states. District-level PE coordinators for the included districts who responded to an online survey. Minutes and days of PE per week and percent time spent in MVPA during PE time. District PE coordinators reported significantly less PE time than national standards-82.9 and 189.6 minutes at the elementary school and middle school levels, respectively. Physical education was provided an average of 2.5 and 3.7 days per week, respectively; and the percentage of MVPA time in PE was 64.4% and 65.7%, respectively. At the elementary school level, districts in either states with laws governing PE time or in a state and district with a law/policy reported significantly more days of PE (0.63 and 0.67 additional days, respectively), and districts in states with PE time laws reported 18 more minutes of PE per week. At the middle school level, state laws were associated with 0.73 more days of PE per week. Neither state laws nor district policies were positively associated with percent MVPA time in PE. State laws and district policies can influence district-level PE practices-particularly those governing the frequency and duration of PE-although opportunities exist to strengthen PE-related laws, policies, and practices.

An examination of the relationship between enjoyment, physical education, physical activity and health in Irish adolescents

Enjoyment of physical activity (EPA) is positively correlated with activity, yet little is known of its relationship with enjoyment of physical education (EPE). This study's purpose was to explore EPE and its relationship to EPA. Cross-sectional data (N=4122, average age 14.5±1.7 years, 48% male) were collected as part of the CSPPA study (Children's Sport Participation and Physical Activity). Adolescents completed a self-report questionnaire on physical activity behaviour and physical education. A sub-sample (n=902) completed a battery of physical health measures. Only 12% met the recommended physical activity guidelines (PAGL) for health. Few (10%) received the recommended minutes of physical education curriculum per week. Girls and older pupils received less physical education than boys and younger peers. Physical education classes were dominated by games, particularly for boys. EPE was positively correlated to EPA, and decreased as minutes of physical education decreased. Adolescents with high EPE and EPA were most likely to meet the PAGL. High EPE was correlated to a better health profile. If the factors that influence EPE are prevalent in physical education, then these youth are more likely to be happier, healthier and active beyond the school gates.

Geographic Variations in Elementary School‐Based Physical Activity Practices*

Physical activity (PA) is associated with health and academic benefits among children, but many schools do not meet national recommendations. This study examined school-based PA practices in nationally representative samples of public elementary schools, and geographic variations in those practices. Mail-back surveys were used to gather data from 578 public elementary schools during the 2006-2007 school year and 680 public elementary schools during the 2009-2010 school year. Nationwide, only 1 in 5 schools met the national recommendation of at least 150 minutes of physical education (PE) per week, although PE was more prevalent in the South. Nearly three-fourths of schools nationwide met recommendations for 20 or more minutes of recess daily, and this was more prevalent in the Midwest but less so in the South. Approximately 40% of schools offered sports and approximately 40% offered other opportunities for PA during the school day. The only practice that increased over time was formal classroom instruction on PA. There has been little change in elementary school-based PA practices nationwide in recent years. With the upcoming renewal of the Elementary and Secondary Education Act, policymakers have an important opportunity to promote increased PA in schools.

The Association of State Law to Physical Education Time Allocation in US Public Schools

We examined whether public schools in states with specific and stringent physical education (PE) laws, as assessed by the Physical Education-Related State Policy Classification System (PERSPCS), available on the Classification of Laws Associated with School Students (C.L.A.S.S.) Web site, reported more weekly PE time in the most recent School Health Policies and Programs Survey (SHPPS). Schools (n=410) were grouped by their state's PERSPCS time requirement scores (none, nonspecific requirement, or specific requirement). Average weekly school-level PE was calculated using the SHPPS-reported PE minutes. Weighted analyses determined if PE minutes/week differed by PERSPCS group. Schools in states with specific requirement laws averaged over 27 and 60 more PE minutes/week at the elementary and middle school levels, respectively, compared with schools within states with nonspecific laws and over 40 and 60 more PE minutes per week, respectively, compared with elementary and middle schools in states with no laws. High school results were nonsignificant. Public health guidelines recommend at least 60 minutes of daily physical activity for children, and PE may further this goal. Strong codified law with specific time requirements for PE may be an important tool contributing toward adequate PE time and daily physical activity recommendations.

Should a school walking program count as physical education minutes at the elementary level?

Should a school walking program count as physical education minutes at the elementary level?

Physical education, sport education and physical activity policies: Teacher knowledge and implementation in their Victorian state secondary school

Despite many worldwide physical education (PE) and physical activity policies targeting children in schools, there is considerable variation between policy and implementation. The purpose of this study was to investigate Victorian state secondary PE teachers’ knowledge and implementation of the mandated policy of 100 minutes of PE and 100 minutes of sport education per week across compulsory schooling. An online questionnaire was completed by 115 teachers, 48 percent of whom had correct knowledge of the mandate. Teachers reported compliance to the mandate within their school of between 23 and 33 percent in PE and 2 and 3 percent in sport education across year levels. There were significant associations between school size and reported ability to meet the PE mandate in Year 7 (χ2(1) = 4.46, p = 0.035), Year 8 (χ 2(1) = 4.97, p = 0.026) and Year 9 (χ2(1) = 4.24, p = 0.039). In summary, findings suggest that teacher awareness or knowledge of the mandate did not equate to the implementation of policies in schools.