Physical Education Physical Activity Research Articles

Barriers and Facilitators for Physical Activity Among Children and Youth With Autism-A Scoping Review.

The purpose of this scoping review was to systematically synthesize barriers and facilitators for physical activity (PA) among children and youth with autism spectrum disorders (ASD) across the socioecological model. Five electronic databases were searched in March 2022 for studies examining barriers and facilitators for PA among children and youth with ASD. An updated search was performed in April 2024. The framework synthesis method was utilized, and the socioecological model was the chosen framework. Fifty-four studies published from 2008 to 2024 were included. Among the included studies, 57% included the perspectives of children and youth with ASD alone or together with proxies (eg,parents, teachers, and coaches), while 43% included only the perspectives of proxies. Barriers and facilitators on the intrapersonal and interpersonal levels were most substantial. The analysis led to 2 main categories of barriers and facilitators, those unique to children and youth with ASD, and those similar to what had been identified through research on children and youth, both typically developing and with other disabilities. This comprehensive scoping review shows the complexity of factors contributing to barriers and facilitators for PA among children and youth with ASD, and highlights both the factors unique to this population and more general factors affecting PA participation. The findings from this synthesis might be used to guide the development of inclusive PA in physical education, organized sports, and other community PA arenas.

Physical Activity in Underserved Preadolescents

Objectives: The purpose of this study was to examine middle and high school students’ cognitive and affective attitude and their cognitive-affective attitudinal structures toward physical education (PE). The effects of cognitive and affective attitude and attitudinal structures on physical activity (PA) in PE and outside of school were also examined. Methods: 1773 Chinese middle and high-school students participated in this study. SEM, Chi-square test, ANOVAs, and Contingency tables were adopted to address the research questions. Results: The results showed that most students (>90%) were holding positive cognitive and affective attitude toward PE. Students’ affective attitude significantly influences their PA in PE and outside of school. Most students were holding the positive cognitive-positive negative attitudinal structure toward PE. Conclusions: All these findings lay important foundations for future theoretical advancement about attitude toward PE and provide guidance for PE teachers on attitude intervention and PA promotion.

Attitude and Attitudinal Structures Toward Physical Education and Their Influences on Physical Activity Behavior

Objectives: The purpose of this study was to examine middle and high school students’ cognitive and affective attitude and their cognitive-affective attitudinal structures toward physical education (PE). The effects of cognitive and affective attitude and attitudinal structures on physical activity (PA) in PE and outside of school were also examined. Methods: 1773 Chinese middle and high-school students participated in this study. SEM, Chi-square test, ANOVAs, and Contingency tables were adopted to address the research questions. Results: The results showed that most students (>90%) were holding positive cognitive and affective attitude toward PE. Students’ affective attitude significantly influences their PA in PE and outside of school. Most students were holding the positive cognitive-positive negative attitudinal structure toward PE. Conclusions: All these findings lay important foundations for future theoretical advancement about attitude toward PE and provide guidance for PE teachers on attitude intervention and PA promotion.

Attitude and Attitudinal Structures Toward Physical Education and Their Influences on Physical Activity Behavior

Objectives: The purpose of this study was to examine middle and high school students’ cognitive and affective attitude and their cognitive-affective attitudinal structures toward physical education (PE). The effects of cognitive and affective attitude and attitudinal structures on physical activity (PA) in PE and outside of school were also examined. Methods: 1773 Chinese middle and high-school students participated in this study. SEM, Chi-square test, ANOVAs, and Contingency tables were adopted to address the research questions. Results: The results showed that most students (>90%) were holding positive cognitive and affective attitude toward PE. Students’ affective attitude significantly influences their PA in PE and outside of school. Most students were holding the positive cognitive-positive negative attitudinal structure toward PE. Conclusions: All these findings lay important foundations for future theoretical advancement about attitude toward PE and provide guidance for PE teachers on attitude intervention and PA promotion.

The role of teachers (de-)motivational styles on students’ autonomous motivation in physical education and leisure time

Introduction: The aim of this research was to examine the relationships of four perceived teaching styles (i.e., autonomy support, structure, control, and chaos) of physical education (PE) teachers with students’ satisfaction of psychological needs as well as autonomous and controlled motivation towards physical activity in PE and leisure time context. Materials and Methods: 320 students (166 boys and 154 girls) aged from 12 to 18 years old (M = 14.13, SD = 1.6) participated in the study. In this cross-sectional study, participants filled in a questionnaire of study variables. A variance-based structural equation model was employed to test the study hypotheses. Results: Autonomy support is indirectly related to students’ autonomous motivation towards physical activity in leisure time via satisfaction of a psychological need and autonomous motivation for PE (β = 0.18, p < 0.01). Structuring the teaching style is indirectly related to students’ autonomous motivation towards physical activity in leisure time via satisfaction of a psychological need and autonomous motivation for PE (β = 0.21, p < 0.01). Conclusions: When a PE teacher employs an autonomy-supportive and structuring teaching style, it is likely to satisfy students’ psychological needs and increase autonomous motivation towards physical activity in PE, which, in turn, may enhance autonomous motivation towards physical activity during leisure time.

Motor competence, motivation and enjoyment in physical education to profile children in relation to physical activity behaviors

ABSTRACT Background: Motor competence (MC) has been recognized as a main goal in Physical Education (PE) and a determining element for the promotion of Physical Activity (PA). The interaction between MC and PA would be mediated not only by physical factors, but also by psychological and affective factors, so their study should consider an integral perspective. Evidence suggests that actual and perceived motor competence, motivation and enjoyment of PE classes play an important role in schoolchildren's PA practice. However, not all the schoolchildren behave in a similar manner, so it is necessary to understand how the combination of these variables can establish different subpopulations with different individual realities. Purpose: Following a person-centered approach, the present study aims (1) to examine profiles of Chilean children according to Actual Motor Competence (AMC), Perceived Motor Competence (PMC), intrinsic motivation and enjoyment of PE classes, and (2) to analyze how these profiles behave in relation to BMI and Physical Activity. Methods: Seven hundred and thirty schoolchildren (46.3% girls, age M = 11.22 SD = 0.70) in 5th and 6th grade of primary school participated. The instruments used for assessment were: MOBAK 5–6 test (AMC); SEMOK questionnaire (PMC); Questionnaire of Motivation in PE in Primary Education (intrinsic motivation); Physical Activity Enjoyment Scale (enjoyment); and ActiGraph wGT3X-BT accelerometers (PA). Latent class analysis was conducted to identify homogeneous groups of schoolchildren with respect to AMC, PMC, intrinsic motivation and enjoyment of PE classes. Findings: Three-class solution was the best fit for the data. Profile 1 (high aligned) represents 21.9% of the sample, with high levels of AMC, PMC, motivation and enjoyment of PE classes. Profile 2 (nonaligned) represents 67.5% of the sample, with low levels of AMC, medium levels of PMC, and high motivation and enjoyment. Profile 3 (low aligned) represents 10.5% of the sample, with low levels of AMC and PMC, motivation and enjoyment. Schoolchildren of profile 1 were more active, with more daily minutes of MVPA, compared to schoolchildren of profile 2 or 3. The schoolchildren of profile 1 have a lower BMI than the schoolchildren of profile 2 or profile 3. Conclusion: Children of two of the profiles, involving the majority of the sample, may be at risk of unhealthy lifestyles, with less motivation and enjoyment for PE classes. Therefore, for PE classes and PA programs, it is important to give the same importance to psychological and affective factors as to purely physical ones. The teaching methodologies should put an emphasis on the development of AMC and PMC, through didactic strategies that encourage autonomous motivation and provide pleasant experiences for the schoolchildren.

‘Once upon a time’. Exploring the possibilities and limitations for inclusive PE through creative writing: A tale of exclusion, integration and inclusion

This article aims to show and make explicit the exclusion sometimes experienced by children with disabilities and obesity in physical activity (PA) and physical education (PE). Using empirical data from our previous qualitative work, we have engaged in a process of creative writing to present a tale that exhibits how exclusion is experienced by students in PA and PE, as well as ways in which students’ integration and inclusion could be fulfilled. The tale presented in this article draws from data generated in in-depth interviews, focus groups and field notes to recreate the experiences of three composite characters: Will, a student with osteogenesis imperfecta; Ella, a wheelchair user; and Josh, a child with obesity. To conclude, we present some evidence-based pedagogical approaches that may be useful for PE teachers, PA practitioners and other stakeholders to foster inclusion, social justice and equality when working with children with disabilities and obesity.

Physical activity during school-time and fundamental movement skills: a study among preschoolers with and without physical education classes

ABSTRACT Purpose To analyze associations between physical activity (PA) during school hours and fundamental movement skills (FMS) of young children with and without PE classes. Methods This cross-sectional study examined 201 children of both sexes (102 girls, 50.7%), aged 3–5 years old (4.51 ± 0.79), who were engaged (n = 129) or not (n = 72) in physical education (PE) classes weekly. Light (LPA) and moderate-to-vigorous physical activity (MVPA) were assessed by accelerometer during school hours over five consecutive days, and FMS was assessed using the TGMD-2. To verify the association between PA (LPA and MVPA) and FMS (locomotor and object control scores) in both PE and NPE groups, multiple linear regression analysis was used. Results MVPA during school hours was significantly associated with object control performance in the PE group (β = 0.14 p = .025). A model with LPA and MVPA explained 4% of the object control performance variability. Conclusion The positive association observed between MVPA and object control skills on those preschoolers involved in PE classes highlight that opportunities in structured PE classes should be used as a central strategy to promote motor development in preschool settings.

A Study on the Weakening of Physical Fitness in Physical Education Reform of China

The Chinese students' physical fitness was weakening from 1985 to 2005. Since 1995, almost all the physical fitness indicators have showed substantial decline over times. This study took this issue as the breakthrough point to examine how the physical education (PE) curriculum reform affected the students’ physical fitness in China. The primary and secondary school physical fitness literature has been reviewed. This study summarized the change of PE reform theory and practice during this period. Using the descriptive statistics, the proportions of physical activity in the PE curriculum of Chinese primary and secondary schools were analyzed. In the reform process of school PE in China from single dimension to multi-dimension, the generalization of PE function has blurred the essential function of physical fitness. The PE curriculum of 1992 in Chinese mandatory education was implemented for ten years. During this period, the economy has developed rapidly, and the curriculum showed a relatively weaken trend. Compared with the past curriculum, the PE curriculum of 1997 in Chinese high school has reduced the requirement of physical activity portion in PE classes. Furthermore, the physical activity and physical fitness evaluation were not paid enough attention in school evaluation and assessment. Due to insufficient course consciousness and ability, PE teachers have weakened the effectiveness of physical activity in PE teaching practice. Compared with the social, economic, and cultural development of China during this period, the reform of PE curriculum showed the weakening trend, which coincided with the tendency of students' physical fitness decline. Physical activity and fitness are the foundations to reach school PE goals. The weakening of physical activity and fitness would lead to the difficulty for students to achieve the objectives of strengthening students' health, cultivating interests and habits, mastering techniques, and improving motor ability in school PE. It is recommended to examine the tendency of continuous weakening of physical fitness in the current reform of PE in China, and take effective measures to improve the impact of insufficient physical activities on students’ physical health.

Improving motivation for physical activity and physical education through a school-based intervention

The aim was to examine the effects of a multicomponent school-based intervention on psychological correlates of physical activity (PA) in physical education (PE) and leisure-time PA settings. Two hundred and ten students (M = 13.06 ± 0.61) were assigned either to a control or an experimental school. Curricular and extracurricular PA actions were developed during one academic year to empower adolescents to be active by themselves. Experimental school students reported significant improvements in almost all psychological determinants and correlates of PA in PE and leisure-time PA settings, when compared to both control school students and their own baseline values. Results highlight the importance of developing multicomponent school-based interventions that involve the school community to improve students’ motivational outcomes in PE and leisure-time PA contexts.

Help or hindrance: the relationship of physical activity with aggressiveness and self-esteem in 16-year-old adolescents

BackgroundPuberty is a particularly important period for moulding one’s lifestyle. Physical activity (PA) levels exhibited by teenagers remain low despite efforts to promote it, and the percentage of individuals who are exempt from taking part in physical education classes is high. In this context, the aim of the current study is to analyse the levels of aggression and self-esteem in adolescents characterised by different levels of physical activity.Participants and procedureA total of 968 16-year-old adolescents took part in the study. Participants were divided into four subgroups: 1) a non-active group, n = 141 (95 girls); 2) a physical education (PE) group, n = 514 (322 girls); 3) a high PA group, n = 178 (81 girls); and 4) an athlete group, n = 135 (66 girls). Participants were asked to complete a so-cio-demographic survey and a set of questionnaires (IPAO, KAM-RE, and SES).ResultsThe non-active group scored higher than the PE and high PA groups on the general aggressiveness scale. Sta-tistically significant differences were found between the non-active group and other groups for direct and indi-rect aggression, opposition, and verbal aggression. The athlete group scored higher on the indirect aggression scale than the PE group. The high PA group scored higher than the non-active group in self-esteem.ConclusionsUndertaking compulsory physical activity in school and additional physical activity based on one’s own interests is associated with lower levels of aggression in comparison to individuals who do not undertake any physical activity. For this reason, it is necessary to continue consistently promoting physical activity in school and during free time.

A Comparison of Attitude Toward Physical Education Class, Physical Activity Level, and Aerobic Fitness between Hong Kong and Shanghai Adolescents

Studies revealed that participation in Physical Education (PE) classes could increase the chance to be more physically active and influence aerobic fitness among youth (Chen, 2014; Fairclough & Stratton, 2004). Meanwhile, it is noted that weekly amount of PE classes in Shanghai and Hong Kong is largely different (Shanghai: 5 times per week, 40 mins per session; Hong Kong: 80-120 mins per week). Due to the difference in PE class volume, we hypothesized that attitude toward PE class, physical activity (PA) level and aerobic fitness of adolescents may be different between these two cities. PURPOSE: to compare the attitude toward PE class, PA and fitness between adolescents in Hong Kong and Shanghai. METHODS: A total of 2,059 adolescents (12-15 yrs old) randomly recruited from middle-schools of Hong Kong and Shanghai completed questionnaire surveys on attitudes toward PE (like, okay, or dislike), self-reported weekly moderate to vigorous PA (MVPA) (IPAQ), and field test on aerobic fitness (15m PACER). RESULTS: Chi-square test showed Hong Kong adolescents “like” PE (54.8%) more than that of Shanghai counterparts (39.5%) (p<0.001), whereas Hong Kong adolescents “dislike” PE (5.3%) much less than the Shanghai adolescents (21.5%) (p<0.001). After adjusting for age and gender, ANCOVA revealed that MVPA of Hong Kong adolescents was considerably higher (369.8±10.8) than that of Shanghai counterparts (302.0±8.4) (p<0.001). There was no difference (p> 0.05) in aerobic fitness between adolescents from the two cities. CONCLUSIONS: The present study demonstrated that Shanghai adolescents, though receiving much higher volume of PE classes than Hong Kong adolescents, do not have better attitudes toward PE class nor higher MVPA level than the Hong Kong counterparts. Other factors other than the PE volume, such as PE curriculum and contents, teaching styles or leaderships, may be more important to affect attitude toward PE, PA and fitness levels.

Factors associated with in-school physical activity among urban children with asthma

ABSTRACTObjective: A cross-sectional study was conducted to determine if in-school physical activity (PA) varied by age, gender, weight and asthma status, participation in physical education (PE), outdoor recess, and other in-school PA among urban schoolchildren with asthma. Methods: PA was measured by tri-axial accelerometers. Height and mass were measured and overweight defined as BMI ≥85th percentile. Asthma impairment and risk were assessed as per national guidelines, and asthma status variable with three categories (mild, moderate, and severe) was created. Multivariable generalized linear mixed models adjusting for clustering due to school and student were fitted to identify variables predictive of PA. Results: 108 children with asthma participated. Children spent 374 minutes in school, of which 253 minutes were sedentary, 105 minutes in light PA, and 16 minutes in moderate-to-vigorous PA (MVPA). Only 3 participants reached the recommended ≥30 minutes/day of MVPA. Multivariable analysis revealed age, gender, participation in PE class, outdoor recess, and other in-school PA as independent predictors of PA. BMI and asthma status were not associated with PA. Conclusions: Children with asthma were mostly sedentary at school. Older children and girls were particularly at risk for inactivity. PE, recess, and other in-school PA participation are modifiable factors that should be targeted in school-based interventions aimed at increasing PA in this population.

Objectively Measured Physical Activity During Physical Education and School Recess and Their Associations With Academic Performance in Youth: The UP&amp;DOWN Study

This study examined the associations of objectively measured physical activity in Physical Education and recess with academic performance in youth. This cross-sectional study was conducted with 1,780 participants aged 6 to 18 years (863 girls). Physical activity was objectively measured by accelerometry and was also classified according to sex- and agespecific quartiles of physical activity intensities. Academic performance was assessed through school records. Physical activity in physical education (PE) and recess was not associated with academic performance (β ranging from -0.038 to -0.003; all P > .05). Youth in the lowest quartile of physical activity in PE engaged in an average of 1.40 min of moderate-to-vigorous physical activity and those in the highest quartile engaged in 21.60 min (for recess: lowest quartile, 2.20 min; highest quartile, 11.15 min). There were no differences in academic performance between quartiles of physical activity in Physical Education and recess. Time spent at different physical activity intensities during PE and recess does not impair academic performance in youth.

Relationships among perceived motivational climate, motivational regulations, enjoyment, and PA participation among Finnish physical education students

The influence of teacher-initiated motivational climate on cognitive, affective, and behavioural student outcomes has been highlighted as an area of future research. This study, grounded in self-determination and achievement goal theories, examined how teacher-initiated motivational climate can increase student motivation and positive affective responses in physical education (PE) along with their physical activity (PA) participation, and whether motivational climate has a longitudinal effect across middle school. In addition, we aimed to examine the role of positive affect in explaining the relationship between motivation in PE and out-of-school PA participation. Our sample comprised 540 adolescents (277 boys, 263 girls, median age 13) and they responded to self-report questionnaires measuring their perception of motivational climate in PE classes (Motivation Climate in Physical Education Questionnaire), motivational regulations (Physical Education Motivation Scale), enjoyment (Sport Enjoyment Scale), and PA participation (Health Behaviour in School-aged Children Research Protocol) twice at both Grades 7 and 9. Structural equation model analyses produced three main findings. First, the study showed that intrinsic motivation was the vital component of motivation that transferred the effect of learning-oriented climate to long-lasting enjoyment in PE context. Second, performance-oriented climate had a long-lasting effect on introjected and extrinsic regulations and amotivation. Finally, the study showed enjoyable experiences in PE to transfer intrinsic motivation into PA participation. The findings of the study extend our understanding on how teacher-initiated motivational climate in PE can lead to an increase in PA participation during middle school.

Effect Of Spark On Physical Activity, Cardiorespiratory Endurance, And Motivation In Middle-school Students

Optimal levels of physical activity (PA) during physical education (PE) are essential to promote health and wellbeing among children and adolescents. Additional evidence for the effectiveness of newly popular programs such as the Sports, Play, and Active Recreation for Kids (SPARK) is needed. PURPOSE: to examine the effect of the SPARK program on middle school students’ in-class PA, cardiorespiratory endurance, and motivation in PE as compared to the Traditional program. METHODS: Participants included 174 (82 boys, 92 girls; Mean age = 12.06 ± .85 years) students enrolled in two U.S. middle schools. Students were assigned to the Intervention Group (SPARK) or the Control Group (Traditional) with school as experimental unit. Baseline and Post-test measurements were conducted, measuring PA via pedometers, cardiorespiratory endurance via PACER, PA Enjoyment through the Sport Enjoyment Scale, and Perceived Competence (PC) through the PC Scale. A 2 (Group) × 3 (Grade) × 2 (Gender) MANOVA was employed to examine the change scores differences for the aforementioned outcomes from baseline to post-test. Post-hoc tests were then conducted if MANOVA yielded statistical significance. RESULTS: MANOVA yield a statistically significant three-way interaction for Grade x Gender x Group (Wilk’s Λ = 0.89, p < .001). Follow-up test for PA change scores revealed a Grade x Group interaction (F (2, 161) = 5.71, p < .01) with differences seen between grades 6 and 7 in SPARK (Mean Δ Grade 6–7 = 8.11, p < .01) and between grades 6 and 8 in Traditional (Mean Δ Grade 6–8 = −6.96, p < .01). Data also yielded a Gender x Grade x Group interaction (F (2, 161) = 5.70, p < .01) with greater PACER change scores seen for boys in grade 8 in Traditional group (p < .01) but greater PACER change scores in grade 8 girls in SPARK group (p < .01). For both Enjoyment and PC change scores, there was significant Group x Grade interaction effects. PC differences were seen between grades 6 and 8 (Mean Δ Grade 6–8 = 0.38, p < .05) in SPARK group, while Enjoyment differences were seen between grades 6 and 7 (Mean Δ Grade 6–7 = 0.67, p < .001), and between grades 6 and 8 (Mean Δ Grade 6–8 = 0.81, p < .001) in SPARK group. CONCLUSION: The SPARK program tended to increase PA levels and motivation in PE (PA enjoyment and PC) in younger students compared to the Traditional program after the nine-week intervention.

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.

Physical Education Lesson Content and Teacher Style and Elementary Students’ Motivation and Physical Activity Levels

Obesity levels among American children are increasing at an alarming rate, due in part to a lack of regular physical activity (PA). Physical education (PE) is one way to facilitate student PA. The overarching PA goal for physical educators is 50% PA for students. Self-determination theory suggests that PA levels in PE and a variety of other contexts depend upon individuals’ motivation levels. The purpose of this study was to determine whether autonomy and lesson type related to children’s self-determination for, and actual, PA in elementary PE. Children from four elementary schools in the southern US engaged in four different PE lessons, representing variations in teaching conditions associated with student groupings and level of task choice. Students completed a motivation scale and wore pedometers and accelerometers. Results showed no situational motivation differences, but PA differences by lesson type existed. A number of plausible explanations are presented.

Impact of exergames on physical activity and motivation in elementary school students: A follow-up study

The present study was built upon a previous study on the new generation video game, exergame, in elementary school physical education (PE). The purpose of the study was to examine the effect of exergames on elementary children's in-class physical activity (PA) intensity levels and perceived situational interest over time. The results indicated that students' situational interest dropped dramatically over two semesters, but their PA intensity increased over time. The results showed that boys and girls were equally active in the exergaming lessons, but boys perceived their gaming experiences more enjoyable than girls did. The findings suggest that exergames may be a possible means to enhance PA in PE. However, whether exergaming is a sustainable way to motivate children in PA is questionable.

The effect of physical education goal orientations and enjoyment in adolescent physical activity: A parallel process latent growth analysis.

The study examined, first, the longitudinal development and, second, the longitudinal relationships between students’ physical education (PE) goal orientations, enjoyment, and physical activity (PA) participation across Grades 7 to 9. The study comprised 812 Finnish adolescents (age range: 12–13) who responded to questionnaires three times during their middle school years. Latent growth models showed that adolescents’ task and ego orientations were stable, whereas their PE enjoyment and PA declined. A parallel process latent growth analysis showed a positive relationship between the growth trajectories of task orientation and enjoyment and of PE enjoyment and PA. Mediation processes using parallel process latent growth modeling showed that PE enjoyment is an important factor in understanding the relationship between task orientation in PE and PA. The findings of this study suggest that task orientation and enjoyment in PE are salient factors inhibiting the observed decline in PA.